Test Prep Book

JUMPSTART
TEST PREP
GUIDE
BOOK
By
Abdenbi El Badri & Mohamed Hadadi

ELT Supervisor Senior EFL Teacher
1
Chefchaouen Directorate
Dedication
i2
Foreword
I am delighted to write this foreword to celebrate deeply the educative
value which this Testprep handbook definitely possess for all teachers and
students of English in Morocco, especially those involved in preparing for the
national Baccalaureate exams. I do believe learners of English at every level
can enrich and strengthen their exam-related language experience by making
a judicious use of the content presented in this book while preparing for their
exams.
Inspired by their long experience and expertise in English language

teaching, A. EL BADRI & M. HADADI have successfully explored the philosophy
of many official references in the Moroccan EFL context through a dynamic
conceptualization of a great array of principled reading, language and writing
test tasks.
As A. El BADRI & M. HADADI promise in their introduction, the book aims

to “help EFL educators and students practice the rewarding art of test-taking
wisdom with success and satisfaction.” It is humbling to realize that even
skilled EFL teachers and supervisors like A. EL BADRI & M. HADADI still puzzle
about what this test wisdom really involves and whether they have made the
right pedagogical moves to help engage a student’s thinking. It is also inspiring
to see how the two authors have managed to produce a powerful tool for
serious and sustained teacher development and for focused and sustained
test preparation. Through this unique learning experience, scores of aspiring
students will definitely get higher.
I read with admiration and interest this useful Testprep resource book
and I highly recommend both teachers and exam candidates to experience its
many rewarding intellectual challenges as they are preparing for their school
exams under their EFL classroom teachers’ guidance. As students gain
confidence and skill through sustained experimentation with the different
tasks of this book, EFL teachers can also positively impact this
experimentation by adapting and improving these tasks, which will hopefully
further increase students’ confidence and academic skills.
ii3
In short, reading this book, you will find it hard to defend the view that
effective work always pays off and that test-taking skills can be taught and
learned by students, but not without serious and sustained effort. I hope that
this first edition of this modest book will become a primer for EFL teachers
and students across the country to learn and practice the art of test-taking
wisdom.
Ed. Chipman,
CO, USA
iii
4
CONTENT MATRIX
Reading
Exam Key
Text Text Topics Reading Tasks Page
Page
Sections
Order
a. Recognizing main idea
R1 A dropped out teen 4 114
b. Choosing the best title
R2 Under-age marriage in Morocco c. Answering questions 6 115
d. Recognizing True-false with
R3 Teens drug addiction 8 116
justification
R4 Child maids in Morocco e. Recognizing True-false & 10 117

correcting false statements
(+ introduction & Tips)
R5 Youth & Moral values f. Ordering events 12 118
g. Locating word reference

R6 Women literacy through ICT 14 119
h. Filling in charts
READING
R7 Women empowerment i. Completing Sentences 16 120

j. Recognizing synonyms
R8 Students & politics 18 121
k. Locating synonymous
R9 Child labour in Morocco expressions & phrases 20 122
l. Recognizing meaning of phrases
R10 Brain drain 22 123
according to context
R11 Culture shock m. Matching ideas with paragraphs 24 124
n. Recognizing writer’s purpose
R12 Gender inequality 26 125
o. Recognizing writer’s attitude
R13 Gaming disorder 28 126
R14 Touria Chaoui 30 127
R15 UNICEF 32 128
Language
test Order
Language Tasks Target Lessons
(+ Introduction & Tips)
L1 Vocabulary Vocabulary 37 130

Recognizing collocations collocations
L2 Filling in blanks (Key words)
38 131
key concepts
L3 40 132
LANGUAGE
Defining key concepts phrasal verbs

L4 Producing phrasal verbs Giving the right form 41 133
word form
of words (derivation)
L5 antonymy 42 134
Recognizing antonyms Recognizing meaning
of idioms Idiomatic expressions
L6 43 135
Grammar Grammar
L7 45 136
Transforming sentences into the passive passive voice
Reporting speech Reported speech
Transforming sentences using conditional 3 conditional Type 3
Writing verbs in different tenses and forms tenses and forms (past simple &
L8 Completing sentences with modal auxiliaries perfect, future simple & perfect, 46 137
(past & present)
infinitive & gerund,)
Joining sentences using relative pronouns
modal auxiliaries (past & present
relative pronouns
iV
5
Language
test Order
Language Tasks Target Lessons
FUNCTIONS FUNCTIONS
LANGUAGE
Writing sentences using expressions of

purpose, addition, contrast, concession, purpose, addition, contrast, concession,
causation causation)
Making & responding to complaints Making & responding to complaints
Expressing & requesting opinion Expressing & requesting opinion
Agreeing & disagreeing Agreeing & disagreeing
Expressing wishes & regrets Expressing wishes & regrets
Asking for and giving advice Asking for and giving advice
Making & responding to suggestions Making & responding to suggestions
Ordering exchanges Ordering exchanges
Expressing lack of understanding Expressing lack of understanding
Making & responding to requests Making & responding to requests
Writing
test Writing Tasks Target Genres
Order
WRITING
W1 Writing an application email formal email 50

W2 Punctuation & capitalization Paragraph 51
W3 Writing an article article 52
W4 Writing a report report 53
W5 Writing an informal email informal email 54
W6 Writing an application email application email 55
W7 Writing a film /book review film /book review 56
W8 Writing an article article 57
W9 58
My English Language Guide Book Page
Grammar Section
 Tenses Pages 60 - 68
 Reporting speech Pages 69-76
 Relative clauses Page 77
 Passivisation Pages 78-79
 Modal auxiliaries Pages 80-82 (+ exercise)
Functions section
SECTIONS  Concessive clauses, Contrast, addition, purpose Pages 83-87
 Making and responding to complaints Page 88
 Making and responding to requests & offers Pages 89-91
 Requesting and giving advice Page 93
 Making and responding to suggestions Pages 94-96
 Expressing and requesting opinion Page 97
 Agreeing and disagreeing Page 97
Vocabulary section
 Polywords Page 98
 Phrasal verbs Pages 98 - 104
 Prefixes & suffixes Pages 105 - 107
 Collocations Pages 108 – 110 (+ exercise)
 Exercise on Word form Page 112
V6
PREFACE
Dear student,
As an eligible candidate for the National Baccalaureate exam, you must sit for a
summative written achievement test of English. The test is produced by the Moroccan
National Centre of Evaluation and Exams with contributions from both teachers of English
and EFL supervisors. The English test is designed based on the following official
references or documents:
 The Curriculum and syllabus specified in the Guidelines (2007);
 The textbook(s) adopted by the Ministry of Education for the second year
Baccalaureate: Ticket To English, Gateway To English and Insights Into English);
 The National Baccalaureate Exam Specifications for the English Subject (all streams,
2014). ‫األطر المرجعيت الختباراث االمتحان الوطني الموحد للبكالوريا‬
( 2014 – ‫ جميع المسالك‬- ‫ اإلطار المرجعي لمادة اللغت األنجليزيت‬-
The overall content of your English exam paper aims at assessing your knowledge
and skills in six essential content areas: reading, vocabulary, grammar, language functions
and writing. The following Table highlights the exam sections, completion time and
weighting for each of the three streams:
Exam Sections & WeightingCompletion

Streams Coefficient
Comprehension Language Writing time
Arts 15/40 15/40 10/40 3 hours 4
Humanities 15/40 15/40 10/40 3 hours 3
All science,
technical and 15/40 15/40 10/40 2 hours 2
original streams
N.B. There may be partial similarities in exam content between two or more streams.
Test papers may share parts of (or whole) sections.
You will also find in this booklet:

further specifications for the reading, language and writing components in the
introduction of each section of the booklet;
answers to each reading, language or writing task in the Key Section of the booklet.
You are highly advised, though, not to go through the key before first fully
doing the tasks yourself.
7
Vi
SECTION ONE
READING
COMPREHENSION
8
INTRODUCTION
The Comprehension Section of the national exam tests your overall

comprehension of an assigned text or passage. Therefore, the Reading Comprehension
Section of this booklet is designed to give our second year baccalaureate students further
practice in effectively interacting with reading texts and answering the relevant reading
comprehension tasks. The choice of the topics, texts and tasks abides by The National
Baccalaureate Exam Specifications for the English Subject
‫ جميع‬- ‫ اإلطار المرجعي لمادة اللغت األنجليزيت‬- 2014 – ‫)األطر المرجعية الختباراث االمتحان الوطني الموحد للبكالوريا‬
(‫المسالك‬
More specifically, Section One is intended to familiarize you with the following
elements:
a. The type of texts used to test your reading comprehension ability;

b. The type of tasks, rubrics, skills and techniques used to test this ability;
In each reading test of this booklet you will be asked to deal with one or more texts
which generally target issues related to the topics and themes you have already studied in
one of the three official textbooks of English, namely Ticket to English, Gateway to
English or Insights into English. The chosen texts might be in the form of articles, letters,
emails, biographies, film/book reviews, reports, or advertisements and they will vary in
their total number of words according to the specifications made for each stream: Arts
(350-450 words); Humanities (300-400 words) and all Science, technical and Original
streams (250-350 words).
Following each reading text, you will be assigned tasks that will test your
ability to perform a number of sub-skills. Here are a few:
 Identify the main idea and specific information of the text;

 Transfer information from text to chart, diagram or table;
 Infer word meaning from the context;
 Identify referents, discourse markers and their functions in the text;
 Distinguish facts from opinions;
 Identify the author‟s attitude, opinion or purpose;
 Identify the logical order of ideas in the text and even evaluate these ideas;
 Make inferences and draw conclusions from the text;
1
To test the above sub-skills, you will be asked to respond to three to six of the
following instructions which are assigned a score of 0, 0.5, 1, 1.5 or 2 points each:
 ANSWER THESE QUESTIONS.

 ARE THESE STATEMENTS TRUE OR FALSE?
 ARE THESE STATEMENTS TRUE OR FALSE? CORRECT THE FALSE ONES.
 ARE THESE STATEMENTS TRUE OR FALSE? JUSTIFY.
 ARE THESE STATEMENTS TRUE OR FALSE? TICK (√) THE RIGHT BOX.
 CHOOSE THE BEST TITLE FOR THE PASSAGE.
 CHOOSE THE RIGHT ANSWER FROM THE LIST GIVEN.
 COMPLETE THE FOLLOWING SENTENCES WITH INFORMATION FROM THE TEXT.
 FILL IN THE BLANKS WITH WORDS, PHRASES OR EXPRESSIONS FROM THE TEXT.
 FILL IN THE CHART WITH THE RIGHT INFORMATION FROM THE TEXT.
 FIND IN THE TEXT WORDS, PHRASES OR EXPRESSIONS THAT MEAN THE SAME AS
 FIND IN THE TEXT WORDS, PHRASES OR EXPRESSIONS THAT MEAN THE
OPPOSITE OF
 MATCH EACH IDEA WITH THE CORRESPONDING PARAGRAPH.
 MATCH THE WORD(S)/PHRASE(S) OR EXPRESSION(S) WITH THE RIGHT
EXPLANATION(S) ACCORDING TO THE TEXT.
 PICK OUT FROM THE TEXT A SENTENCE OR A PHRASE WHICH SHOWS THAT:
 PUT THE FOLLOWING IDEAS/ ARGUMENTS/ SENTENCES/ EVENTS ...IN THE
CORRECT ORDER IN WHICH THEY APPEAR IN THE TEXT.
 TICK (√) THE QUESTIONS THAT THE PASSAGE ANSWERS.
 WHAT DO THE UNDERLINED WORDS IN THE TEXT REFER TO?
 WHAT IS THE WRITER’S OPINION/ ATTITUDE/ PURPOSE ...?
To assist our students in effectively interacting with the reading tasks, a set of useful
tips are provided in what follows:
Tackling the different reading tasks effectively is no cake-walk. However, by

keeping in mind the following tips and tricks you can score pretty well in the English exam.
 In order to get a general idea about the passage, you should first skim through the
entire text. Before you start tackling the questions, quickly skim through the content.
 Skim through the entire content in no more than just two or three minutes. Get an
overview of the text by reading the title, subtitles, beginning and ending of the text.
This will help you a great deal in getting a first general impression on the structure and
possible topic of the passage. Don‟t try to understand the entire passage.
2
 The questions in the reading section are aimed at testing your ability to locate
information. Hence, you do not need to waste your time trying to understand the entire
passage.
 Work on your vocabulary: lack of a decent amount of vocabulary items is a major
reason why many students fail to achieve the score they need. So you are highly
advised to work on developing a good vocabulary repertoire before the exam.
Remember, vocabulary is not just about learning the meaning of a new word, but also
its usage. By practicing on more reading passages you can develop your vocabulary.
 Learn how to find key words in both questions and the text because the ability to spot
the key words to locate information will help you a great deal. The quicker you locate
key words, the quicker you will be able to find answers. Key words could be names,
places, numbers and dates.
 When you look something special read in more detail. Scan the words like when you
look for a price in an advertisement.
 Before reading the full passage see what type of questions exist and read the
instructions carefully. Remember: your aim is to find answers not to study the passage.
 Skip unimportant words like prepositions and ignore difficult words.
 Work on your grammar because this will help you complete sentences and phrase
correct answers to questions. Grammatically correct sentences are a great asset of high
achievers. Although you are not penalized for grammar or spelling mistakes in the
reading section, you are highly advised to work on your grammar to ensure you get it
right.
 Practice at home by having lots of practice tests and proper preparation so that you can
get score in the exam. Practice tests such as the ones in this booklet improve your skills
and bring your awareness of the test format and syllabus. For example, practice
answering different types of questions and tasks (See tasks on page 2).
 While you are trying to phrase your answers for each task, be relevant, to the point
and accurate;
 If you attempt to use your own words while answering a question do not change the
meaning of the sentences in the text;
 Use the space provided effectively especially while filling in charts;
 Manage your time wisely. Do not spend too long on one question or task.
 Remember that questions are given following the order of information in the text.
So, your answers must follow the order of the text. For example if you answer
question one from the second paragraph, the answer of question two is not in the
first paragraph.
 Be creative (use pronouns, your own words, etc).
3
―The day I turned 15, I made an appointment with the school
counselor....I needed to quit school, and I begged him to sign my
papers,‖ Barbara said with tears in eyes. The counselor tried to get
around her, but she had already made up her mind. Besides, she also
dreaded asking her mom for her signature. ―I hadn't spoken with her in
months, and I had no idea if she would go along with it,‖ Barbara
revealed. When she eventually signed, she wasn't happy. Neither was I.
I just wanted to quit and I wasn‘t thinking about what was ahead. The
school principal tried to make me give my decision a second thought, but in vain. "Do
you understand what you're doing? Quitting means no college and no future," he
shouted. "You've had excellent grades all along," he continued after glancing over my
records. "I'm sorry…I don't want to quit, but I have to work." I whispered.
After receiving the headmaster‘s signature, her tears spilled and she sat outside the office
for an hour. When the lunch bell sounded, she left because she didn't want anyone to
laugh at her failure. Barbara‘s family was so disappointed their daughter left school at
this age. Luckily, she had friends to stay with, so she wasn't running anywhere. The
occasional part-time jobs she found weren't enough. ―I got tired of borrowing from
friends and I couldn't focus on school. So, instead of struggling and failing, I made a
choice- quit school and get a full-time job‖ Barbara explained.
Quitting school, however, wasn't easy for Barbara since job opportunities were limited in
her small town. Worse, drugs were everywhere. Barbara started work in a mountain
resort town as a waitress. The pay was good, so she had to lie about her age to be
admitted. Unfortunately, drugs were everywhere there, too. Feeling defeated, Barbara
returned to her hometown and stayed with her older sister. With almost two years of
hotel experience, she found a good restaurant job quickly. But it wasn't what she wanted
— she wanted to go back to school.
Barbara enrolled in an evening course and her grades were great. She even got a loan
from the community and registered at university, where she is now doing her MA and a
part-time work at the library.
http://www.seventeen.com/life/real-girl-stories/a32192/i-dropped-out-of-school/
4
I- COMPREHENSION 15 POINTS
BASE ALL YOUR ANSWERS ON THE TEXT
A. CHOOSE THE RIGHT ANSWER FROM THE LIST GIVEN. ( 1 PT)
The text is about the story of

a. a teenage runaway.
b. a high school drug addict.
c. a high school dropout.
B. ARE THESE SENTENCES TRUE OR FALSE? CORRECT THE FALSE ONES (3 PTS)
1. Barbara wasn‟t sure that her mother would accept her decision to quit school.
………………………………………………………………………………………………………
2. Barbara left school because she wasn‟t a good student at school.
………………………………………………………………………………………………………
3. Barbara used to live in the streets when she ran away from home?
………………………………………………………………………………………………………
C. ANSWER THESE QUESTIONS. (4 PTS)

1. Why did Barbara meet the school counselor?
……………………………………………………………………….………………………………
2. How did Barbara‟s family feel about their daughter leaving school?
…………………………………….…………………………………………………………………
3. Where did Barbara work after leaving school?
…………………………………….…………………………………………………………………
4. What is Barbara doing at the moment?
………………………………………………………………………………………………………
D. MATCH THE EXPRESSIONS WITH THE RIGHT EXPLANATIONS ACCORDING

TO THE TEXT. (2 PTS)
1. “Barbara had already made up her mind” (parag. 1)
a. She wanted to take a decision.
b. She had taken a final decision.
2. “give my decision a second thought” (parag. 2).
a. think more about my decision.
b. take a decision quickly.
1……………………………….. 2. ……………………………
E. PUT THE FOLLOWING EVENTS IN THE CORRECT ORDER ACCORDING TO

THE TEXT. (2 PTS)
a. Barbara went to college.
b. Barbara dropped out of school.
c. Barbara worked as a waitress.
d. Barbara ran away from home.
1…….. 2………. 3. ……… 4. ………
F. WHAT DO THE UNDERLINED WORDS IN THE TEXT REFER TO? (3 PTS)

1. She (parag. 1):……………. 2. this age (parag.3):…………. 3. there (parag. 4):…………
5
The plague of under-age marriage in Morocco
Despite the new reforms in the Family Code, child marriages are on the rise in
Morocco. Although the minimum marriage age rose from 14 to 18 and required a
judge's consent for marriage with a minor, the number of under-age girls who
were married in 2011 reached 42,000. The latest statistics regarding this
practice in Morocco show that 12% of unions involved girls who are minors.
In an attempt to draw the Moroccan government‘s

attention to the continuous sufferings of child
brides, hundreds of women recently took to the
street in Rabat protesting on behalf of their dignity.
In this regard, human rights associations visited
many married teenage girls from different cities in
the country.
Siham, from Kenitra, fell prey to early marriage when she was 16. Reporting
her stories of early marriage to Najia Adib, head of ―Don‘t touch my Children‖
association, Siham revealed that she was forced to accept her marriage and that
she was ill-treated by her husband, Aziz, and her mother-in-law. ―Unfortunately,
Siham‘s husband who is supposed to offer security, protection and care at home
has turned into a monstrous partner,‖ Najia explained after lending ears to
Siham‘s story. Siham was forced to go to the court and demand her freedom.
At the age of 24, Salima is already divorced and a

mother of three children aged four, six and eight.
Her childhood and life were destroyed at the age
of 15, she said, when she married a 38-year-old
man. ―Staying at home, unmarried, is associated
with shame in our community,‖ she said. ―I was
humiliated in all sorts of ways. I didn't understand
my role as a spouse or mother. After six years of
suffering, I felt worn out and I demanded
divorce," she told some activists.
There is still a widespread tradition among many families in remote areas to

allow their daughters to marry at a very early age. However, tradition alone
doesn't explain the persistence of underage marriages. Poverty and illiteracy are
also important factors, said sociologist Ahmed Mrani. Many parents in rural areas
prefer to marry off their daughters at an early age because "it means one mouth
less to feed".
6
For Ahmed Mrani, it is urgent to put an end to early-age marriage in Morocco
particularly that the consequences, such as mother mortality, divorce, domestic violence
and insecure futures for newborns, hurt Moroccan society at large. Poverty must be
reduced as the better off families become, the less they will allow their young daughters
to get married. Access to education must be guaranteed. Judges, parents, the husband,
civil society and the Media must all assume responsibility for the sufferings that torture
these innocent girls.
http://magharebia.com/en_GB/articles/awi/features/2011/01/26/feature-03
I- COMPREHENSION (15 POINTS)

A. ARE THESE SENTENCES TRUE (T) OR FALSE (F)? JUSTIFY. (3 PTS)

1. The rate of underage marriage is increasing in Morocco.
.............................................................................................................................................
2. It was Siham‟s wish to get married to Aziz.
...............................................................................................................................................
3. Unlike Siham, Salima received a good treatment from her husband.
…………………………………………………………………………………………………
B. ANSWER THESE QUESTIONS: (3 PTS)

1. On what condition is marriage with minors allowed in Morocco?
..............................................................................................................................................
2. Why did the women‟s rights activists protest in Rabat?
..............................................................................................................................................
3. List two suggestions Ahmed Mrani proposes to put an end to underage marriage.
………………………………………………………………………………………………
C. FILL IN THIS CHART WITH THE RIGHT INFORMATION FROM THE TEXT (3
PTS)
Causes of underage marriage Consequences

a- ……………………………………… a- ……….……………………………………
b- ……………………………………… b- …………………………………………….
c- ……………………………………… c- ……….……………………………………
D. COMPLETE THE FOLLOWING SENTENCE WITH INFORMATION FROM THE

TEXT (1 PT)
Like Siham, Salima asked for ………………………...………………………………………
E. WHAT DO THE UNDERLINED WORDS IN THE TEXT REFER TO? (3 PTS)
1. this practice (parag. 2) : .............. 2. their (parag. 5) : ......... 3. they (parag.4): …………
F- FIND IN THE TEXT WORDS THAT MEAN THE SAME AS (2 PTS)
1. approval (paragraph 1): ……………… 2. wife (paragraph 4): …………………
7
For much of his teenage life, Joe was addicted to drugs
and alcohol. Joe, now 19, is a recovered addict who
counsels other teens. “I know that I can't stop someone
from using drugs or alcohol, but I hope my own story can
turn them into a different way of life," Joe says. "If only
my friends had done that for me" he says; "things might
have been different if someone had".
Joe began drinking alcohol when he was 13 years old. "I

started drinking out of curiosity," he says. He grew up in Chile, where under-aged buying of alcohol
isn‟t difficult." When he was 14, he was caught drunk by the local police. "They beat me and it was
so awful" he says. However, that didn't stop him from drinking heavily but he was able to keep it
away from his parents by making arrangements to stay at people's houses.
When he was 17, Joe moved with his family to Miami, where getting drugs was a lot easier than in
Chile. He began to use stronger drugs heavily. Joe says it is hard for teens to avoid drugs because
these are everywhere. Joe's addiction started to get out of control, but Joe didn't think he had a
problem. "I thought cocaine was the most glamorous thing on the face of the planet and that drug
addicts are not demons."
His parents found a way to take him to an adolescent treatment program. He was extremely angry at
his parents for taking him to a treatment center. When he returned home, he started abusing them
routinely. Joe began to calm down when he joined an association called Narcotics Anonymous. It
was extremely helpful because it enabled him to talk to others who could relate to his story. Joe also
got much assistance from his school and a mentor teacher, while participating in an innovative
school-based prevention program called TRUST.
Joe‟s parents are now separated, and he lives with his father. His mother lives in Chile, but he
remains close to her. Joe spent his time talking to other students about his experiences with addiction.
He wants his addiction and recovery to be a lesson to other kids. Joe has found a way to avoid drug
by taking up reading and music. "My drug and alcohol problems aren't going to get in the way of my
having a good time," he says. He decided to graduate from high school, even though many of his
peers were drinking alcohol there. "I was not going to miss my education because everybody is
drinking. That's not fair to me."
Adapted from : http://www.thirteen.org/closetohome/stories/html/joe.html
Number of words: 425

A. WHICH OF THE FOLLOWING WOULD BE THE BEST TITLE FOR THE TEXT?
(2 PTS)
a. A teenager‟s family problems.
b. A teenager‟s addiction struggle.
c. A teenager‟s school problems.
The best title for the text is: …………………………………………
8
B. ARE THESE SENTENCES TRUE (T) OR FALSE (F)? JUSTIFY. (3 PTS)
1. Joe is still using drugs today.
...................................................................................................................................................
2. Joe received a lot of support from his school in order to stop using drugs.
.............................................................................................................................................
3. Joe is now determined to continue his studies in high school.
……………………………..………………………………………………………………
C. ANSWER THESE QUESTIONS (3 PTS)
1. What did Joe do to avoid his parents while being drunk?

...............................................................................................................................................
2. How did Joe feel when his parents took him to the treatment programme?
…………………………………………………………..…………………………………
3. What does Joe do in order to avoid being tempted by drugs?
…………………………………………………..…………………………………………
D. PUT THE FOLLOWING EVENTS IN THE CORRECT ORDER IN WHICH

APPEAR IN THE TEXT? (2 PTS)
a. Joe was admitted to a treatment center.

b. Joe goes back to high school.
c. Joe started taking hard drugs.
d. Joe participated in an anti-drug programme at school.
1: ………….. 2: ……….. 3: ……….. 4: ………..
E. PICK OUT FROM THE TEXT EXPRESSIONS OR PHRASES WHICH SHOW

THAT: (2 PTS)
1. Joe regrets that his peers had not helped him to stop using drugs.
………………………………………………………………………………………………
2. Joe really wants to help the other teens at school to recover from drug addiction.
………………………………………………………………………………………………
F. WHAT DO THE UNDERLINED WORDS IN THE TEXT REFER TO? (3

PTS)
1. it (parag. 2) : ...................................................................
2. these (parag. 3) : ............................................................
3. it (parag. 4): ……………………………………………
9
In Morocco, each year thousands of young girls from poor families are sent
to work in houses in the cities. They are often ill-treated and exploited. One non-
governmental organization called Dari has counted 23,000 child maids in
Casablanca alone.
Halima is one of them. When she was 8 years old, her family sent her to
Casablanca to work as a maid. Her father, a seasonal worker, had some financial
troubles, so he sent her to work as a maid to help with the family budget.
But being a maid was not what she really wanted. She worked all day, slept
in the kitchen, and she was beaten up by her host family. But she managed to
escape from the house where she was working.
Later, someone found her in the street all in tears and helpless, and took her
to Dari. Thanks to Dari, Halima now lives in a house for former child maids where
she is learning cooking and hairdressing. ―for the first time in my life, I have
finally found a place to rest,‖ Halima said.
Dari‘s director says: ―the majority of child maids come from the countryside
where most families have little money and a lot of kids. If they send a girl away to
work in houses, that means an important source of income for the family. Some
parents do not regret sending their daughters to work outside thinking they are
doing something nice for their daughters, saving them from harsh conditions in
the countryside, and hoping for a better future for them.
Dari‘s director explains that the aim of their association is to educate poor
parents about the reality of child maids. The association also run programmes to
sensitise the rich families to the rights of their maids: fair treatment, good pay,
and basic education.
10
COMPREHENSION 15 POINTS
(BASE ALL YOUR ANSWERS ON THE TEXT)
A. WHICH OF THE FOLLOWING WOULD BE THE BEST TITLE FOR THE
TEXT? (2 PTS)
a. The problem of rural girls at school.

b. The problem of child maids in Morocco.
c. The problems of rural women in Morocco.
The best title for the text is: …………………………………………
B. ARE THESE SENTENCES TRUE OR FALSE? JUSTIFY (3 PTS)

1. Halima started working as a maid at an early age.
……………………………………………………………………………………………
2. Halima used to have good treatment from her host family.
……………………………………………………………………………………………
3. Some rural families feel sorry to send their daughters to work as house maids.
……………………………………………………………………………………………

1. Why did Halima accept to work as a maid?
……………………………………………………………………………………………
2. What does Halima‟s father do?
……………………………………………………………………...…………………….
3. What rights should child maids have according to Dari‟s director?
……………………………………………………………………………………………
D. COMPLETE THIS SENTENCE WITH INFORMATION FROM THE TEXT (1

PT)
According to Dari‟s director, most child maids come from …………………………….

1. They (parag. 1): ………………
2. them (parag. 2): ……………………
3. Where (parag 4): …………………………………
F. FIND IN THE TEXT WORDS THAT MEAN THE SAME AS (3 PTS)

1. Problems (parag. 2): …………………………
2. severe (parag. 5): ……………..……
3. Objective (parag. 6): ……………………..
11
Have American teenagers lost moral values such as truth, hard work and honesty?
That’s what statistics seem to indicate. According to a national poll of more than 20,000
middle school and high school students, nearly half of all high schoolers are thieves. 47
percent of them admitted they stole something from a store in the past twelve months, and
more than one in four said they have committed theft at least twice.
The same poll also revealed that almost all teens lie to their parents. 92 percent said
they lied at least once in the past year. Furthermore, more than one in three students said
they would lie to get a job. What’s more, 80 percent of the top students in the country have
cheated in school exams according a recent annual survey.
Despite the high percentage of teenagers who admitted to lying, cheating and stealing,
91 percent of them reported they were ‘satisfied’ with their behaviour! Ironically, 46 percent
of students warned that the biggest problem facing their generation was "declining social and
moral values" in the USA. The same students said that cheating or stealing was "no big deal".
Ally Holloways, a 14-year-old high schooler from New Jersey, claims that she’s against lying
and cheating, yet when it comes to getting a good mark, her moral values are soon forgotten,
and she just copies her partner’s answers. "I try not to cheat and I try not to lie," she says,
"but when you have to, you just do it."
According to the annual survey, more than 50 percent of high school students had
never heard their parents say that cheating in exams was wrong. Yet, parents are not the only
ones to blame for declining teenagers’ morality. Some young people say they are discouraged
by the negative behaviour of sport stars, movie stars and show-business stars. Students also
complain that many high school students consider it stupid to follow the rules.
So why should a teenager be good? The best reason is that it just feels right to go to
bed at night with a clear conscience. Another is that the teenager could get into trouble if he
or she lies all the time. If you lie, sooner or later people will find out. When your credibility is
injured, people won’t trust you anymore.
Adapted from Teen, 1999.
12
A- TICK (V) THE BEST TITLE FOR THE PASSAGE (02 PTS)
1. Moral values among American students.

2. School achievement among American students.
3. Family problems among American students.
B- ARE THESE STATEMENTS TRUE OR FALSE? JUSTIFY (03 PTS)
1. According to the survey, American students do not cheat in exams.

……………………………………………………………………………..……………………
2. Most American students regret cheating in exams.
……………………………………………………………………………..……………………
4. According to the survey, parents are also responsible for their children’s declining
morality.
……………………………………….……………………………………………………………
C- ANSWER THESE QUESTIONS ( 04 PTS)
1. Which immoral behaviours does the survey reveal?

………………………………………...…………………………………………………………
2. Apart from parents, who else is responsible for children’s declining morality?
…………………………………………………………………………..………………………
3. Why does a teenager need to be good according to the writer? (2 pts)
a-
…………..……………………………………………………………………………………
b-………………………………………………………..……………..………………………
D- THE PHRASE ‘’ cheating or stealing was "no big deal" (parag 3, line4) MEANS (02 PTS)
1. Cheating is not too difficult.
2. Cheating is not too easy.
3. Cheating is not too bad.
E- FIND IN THE TEXT WORDS OR EXPRESSIONS MEANING ALMOST THE SAME AS (02 PTS)
1. decreasing (parag.3) : ...................................

2. to be responsible: (parag. 4) : .................................................
F- WHAT DO THE UNDERLINED WORDS IN THE TEXT REFER TO ( 02 PTS)

1. one (parag. 1) :…………………………….………….......…….
2. it (parag. 3) :……............................................…………..............
13
Women Literacy through ICTs
About 64% of the world’s illiterates are females, living mostly in poor and rural areas or
belonging to linguistic and ethnic minorities, in particular in South and West Asia, Sub-Saharan
Africa and the Arab countries. In addressing the Commission on the status of women, the UN
Secretary General stated that information and communications technologies (ICTs) can play an
essential role in promoting women multiple literacies and empowerment.
ICTs such as radio, television, computers, and the internet have produced a more
interconnected world. Economists strongly believe that knowledge and technology play
significant roles today. However, unlike Canada, which has used these technologies successfully,
developing countries have spent less on acquiring these tools. Consequently, the majority of
their populations are still lagging behind the digital revolution.
In order to address this problem, the UN has accepted women empowerment and gender
equality as key development goals. Women have been considered as the focus of this global
project because without women literacy, no sustainable development is possible. Dr Anita
Dighe, literacy & ICTs consultant, argues that increasing female involvement in the information
economy would not only ensure promotion of sustainable development but will also positively
affect all aspects of women’s livelihoods. For example, it will equip them with essential skills and
training to manage their micro enterprises and increase their income-generating abilities.
However, despite all the efforts by governments and civil society organisations, there are
still many handicaps which may face women in accessing ICTs. In poor countries, women
represent a much smaller proportion of internet users compared to male users. One reason is
that the majority of women live in rural areas where internet connectivity is rare or unavailable.
In addition, the use of language, particularly English is another barrier for most non-English
speaking female users. That’s why India, for example, has invested a great deal of work in
developing software in its indigenous languages to promote ICT use among the population. To
achieve sustainable development, it is therefore compulsory for the marginalised groups of
society, especially women, to have equal access to different ICT applications.
I- COMPREHENSION (15 points)

A- ANSWER THESE QUESTIONS IN YOUR OWN WORDS (3 PTS)
1. What does ICTs stand for?

………………..........................………………………………………………………………………………………………...
14
2. Do developing nations spend enough money to get ICTs? Explain
……………………………..........................…………………………………………………………………………………...
3. Why should women education be considered very important?
……………………………………..........................…………………………………………………………………………...
B- ARE THESE STATEMENTS TRUE (T) OR FALSE (F)? JUSTIFY. (3 PTS)
1. women constitute the majority of illiterate people worldwide.

……………………………………………………….........................………………………………………………………..
2. Many people find it difficult to benefit from the internet because they don’t know
English.
..............................................................................................................................................
3. India has developed many ICT programmes in its native languages.
…………………….........................…………………………………………………………………………………………..
C- COMPLETE THIS SENTENCE WITH THE RIGHT INFORMATION FROM THE TEXT (2 PTS)
Many rural women can’t use the internet because……..…………...………………………………………….

………………………………………………………………………………………………………………….
D- FIND IN THE TEXT WORDS OR PHRASES HAT MEAN THE SAME AS (3 PTS)
a- great and important (parag. 1): ……………………………............

b- objectives (parag. 3): ……………..........................................……………..
c- obstacles (parag. 4):………...……..................................………………….
E- WHAT DO THE UNDERLINED WORDS IN THE TEXT REFER TO? (4 PTS)
1. their (parag. 2): ………………………….…………

2. it (parag. 3): …………………….............……..
3. where:………...………………............……….
4. its (parag. 4):………...…………...…………….
15
According to the US Bureau of Labour Statistics, some 70% of the world’s poor are
women. In the United States, women make up about three-fifths of all adults living in poverty.
Around the world, there are more poor households that are headed by women than by men. In
the US, the wage gap between men and women is greater. Most noticeable white women earn
more than Asian-American, African-American and Hispanic women.
Despite the fact that women, nowadays, do two-thirds of the world’s work, their
achievements is very often invisible an it is hard to encounter women in positions of high
achievement, influence and leadership. Women work hard, but they aften receive little
acknowledgement for their accomplishments. This is mainly due to our long habits of thinking
of women and the work they do as less important and impressive than that of men. Across
many generations, men have expected less from women and have underestimated women’s
abilities.
Although women used to be banned from universities and research institutions, in many
countries of the world female enrolment in advanced education has exceeded 50% in the last
twenty years. However, in many others their contribution is still extremely low. Young women
around the world are generally absent from science, business and engineering disciplines,
especially in technology and computer science education. Economists forecaste that as we
enter the 21st century, 65% of all jobs will require computer-related skills. Yet, women still lag
behind men in terms of income and advancement in these high-income fields.
As technological and social change moves at an ever-increasing pace, women must not
be left behind. If there are only few high-skilled female workers, it will be difficult for countries
to benefit from development. In order to reduce the threat of poverty for women, they need to
earn a decent income. That means eliminating the discrimination that often keeps women out
of jobs that pay well. We also have to help women envision themselves as engineers, computer
scientists, political leaders, business executives and also as electricians and other high-skilled,
high-paying jobs. Many communities still have trouble seeing women in those roles and unless
we act positively to ensure that they are included in development, women will be left behind
doing the non-technical service and facing a greater risk of poverty.
I- COMPREHENSION 15 Points
(Base all your answers on the text)
16
A- MATCH ( ) EACH IDEA (1-4) WITH THE CORRESPONDING PARAGRAPH (a-d) (02 PTS)
1. The participation of women in higher education. a. Paragraph 1

2. People’s estimation of women’s work. b. Paragraph 2
3. The hard economic conditions of women around the world. c. Paragraph 3
4. Suggestions to improve women’s conditions in the future. d. Paragraph 4
1. There are as many poor women in the world as there are poor men.
……………………………………………………..………………………………………………………………………………………….
2. Female access to higher education has increased worldwide during the last twenty years.
……………..………………………………………………………………………………………………………………………………….
C- ANSWER THESE QUESTIONS (03 PTS)
1. Are men and women equally paid in the United States? Explain.
………………..……………………………………………………………………………………………………………………………….
2. Why have women been denied positions of leadership and power across the ages?
……………………..……………………………………………………………………………………………….………………………….
3. What does the author suggest to improve the situations of women in the future?
………………..………………………………………………………………………………………………….…………………………….
D- PICK OUT A SENTENCE FROM THE TEXT WHICH MEANS THE SAME AS (02 PTS)
Compared to men, women do not have a wider access to technical and income-generating
fields.
……………………………………………………….…………………………………………………………………………………………
E- COMPLETE THESE SENTENCES WITH INFORMATION FROM THE TEXT (02 PTS)
1. The less skilled women there are, ………………………………………………….…..…………………..

2. Women need to get more well-paid jobs so as………………………………………..……………………
1. others (parag. 3) :……………………………. 2. those roles (parag. 4) :……..…………….………..
G- FIND IN THE TEXT WORDS WHICH MEAN THE SAME AS (02 PTS)
1. families (parag. 1) :………………………….. 2. achievements (parag. 2) :…………………...……….
17
Do students care about politics?
Young people in Britain make up a huge proportion of the voting public, yet there is a
certain apathy* about local elections among them. Just prior to the 2005 elections in Britain, a
survey by the National Foundation for Educational Research (NFER) found that not many young
people of voting age actually intended to vote and that more than half found it of any interest.
People’s opinion is divided when it comes to students’ interest in politics. Julia

Goldsworthy, MP, says “though many teenagers find it hard to get engaged in any of the major
parties, many of them are very engaged in political issues and the work of many international
NGOs is very well supported by students." Julia notes that" in all my meetings with high
schoolers, it is students who ask the more challenging and unexpected questions about
politics."
Unlike Julia, Ben Greene, 16, student, points out that politics doesn’t appeal to us as
teenagers because politicians are very selfish and unreliable. Most students feel their issues are
not addressed and often feel unrepresented in campaign manifestos*. As a result, they are
highly cynical of promises made by politicians. Similarly, Kirsty O’Connor, 20, University
student, explained that "politicians worry about falling numbers of young voters," but " if they
ignore students’ needs and opinions we actively choose to ignore them." She added.
To address young people’s disatisfaction from politics, the government introduced

citizenship education for students to study as part of the National Curriculum. YouthBank, a
local NGO in London, launched many initiatives in partnership with the government to
encourage young people’s participation in society and to enhance their understanding of
citizenship values. Despite these campaigns, many youngsters still feel unconcerned about it.
As Kirsty O’Connor said “politicians need to realise that students are the future of politics in
this country and that they need to be nurtured not ignored!”
By Kate Hilpern, The Independent, Friday, 14 March 2008

www.independent.co.uk/student/student-life/do-students-care-about-politics-796184.html
*apathy: lack of concern and enthusiasm for something *manifestos: policies declared by politicians before
elections

A. TICK (V) THE BEST TITLE FOR THE PASSAGE (2 PTS)
1. Politicians and elections in Britain.
2. British youths and education.
3. Youths and politics in Britain.
18
B. ARE THESE STATEMENTS (T) OR FALSE (F)? CORRECT THE FALSE ONES (3 PTS)
1. All British people agree that students do not care about politics.
...............................................................................................................................................
2. According to Julia Goldsworthy, British students have no interest in political debates.
...............................................................................................................................................
3. Most election campaigns in Britain give little attention to teenagers’ needs.
............................................................................................................................................
1. What did the NFER study reveal about young people in Britain?
...............................................................................................................................................
2. According to Kirsty O’Connor, why are British teenagers unenthusiastic about politics?
...............................................................................................................................................
3. What do you think Kirsty meant by saying that students’ needs "need to be nurtured not
ignored”? 2 pts
…………………………………………………….........................................................................................
D. COMPLETE THE FOLLOWING SENTENCES FROM THE TEXT (2 PTS)
1. In order to raise young people’s interest in politics, the British goverenment...........

2. Although young people have been encouraged to participate in politics,..................
1. it (parag. 1) : ...........................
2. Them (parag. 3): ………………………………..
3. this country (parag. 4) : .......................
G- FIND IN THE TEXT WORDS OR PHRASES WHICH MEAN THE SAME AS (03 PTS)
1. involved (parag. 2) :…………………………..

2. attract (parag. 3) : …………………...……….
3. make better (parag. 4): ………………………………….
19
Child Labour in Morocco
Child labour is one of the biggest challenges that Morocco faces in order to
confront the related problems of poverty, marginalization, illiteracy, and lack of
educational opportunities. According to the Office of Statistics, the number of child
labourers in Morocco is increasing and there are currently 600,000 child labourers
between the ages of seven and 14 who are active in the workforce.
Demographically, 78 per cent of child labourers in Morocco can be found in the

countryside. On the other hand, there is a growing need for child labour within the urban
setting. According to a study by the World Bank, the International Labour Organization
(ILO), and UNICEF, the majority of urban child labourers are concentrated within the
commercial, mechanic, textile, and domestic service industries. According to the same
study, the number of hours per week that a Moroccan child is obliged to work varies
between 43 hours in the agriculture sector and 67 hours for domestic service.
Soulay ma, a 9 -year -old boy, works as an apprentice weaver f or a

wealth y man named Sadique in Fez. Soulayman had been briefly en rolled
at school before he was forc ed to drop out. His father is Abd elhafid - a 4 5
year ol d brick worker. Desc ribing the "advan tages" the son will "enjoy" in
his job positi on , Sadi que explains that "S oul ayman is bright and
ambitious and he will learn far more prac tical skills in six months at the
loom than h e would in six years of school". Sadi que adds th at "Soul ay man
will be tau g ht by experienced craftsmen, and his pay will rise as his skills
improve ―. Sadique convinced the fath er th at h e should be th ankfu l for
the opp ortunity g iven to his son .
Sadiqu e most agg ressively hires 10 -14 year old children becaus e they
are "th e most e n ergetic and h ard -working at this stage of devel op men t
and are very obedient." Sadique s ays th at th e boys would work all day if
he asked. But, w hen pressed , Sad ique s ays th at h e hires them first and
foremost becaus e he can save a lot of money. As for Abd el hafid , he was
reluc tan t to all ow his child to work at first, but his poverty was extreme
and worsening. He supports a family of three other s ons who are all
working in a texti le factory.
Man y f a milies in s imi lar conditio ns a re f orced to give their childr en up to

ma nuf acturers like Sadique f or as little as 15 dirhams . Amon g all the causes,
povert y is r uling t he children‟ s lives . Yet, povert y is onl y one of the c auses
that throw the se c hildren into t he en dless c ycle of hard man ual labou r. O thers
include f amil y pro ble ms, espe ciall y d ivorce or the death of a parent.
20
I- COMPREHENSION (15 Points)
A- THE WRITER’S PURPOSE IS (02 PTS)
a- to suggest possib l e wa ys to d eal wit h child lab our in Morocco.

b- to ex plain th e proble ms childre n f ace in Morocco.
c- to give f acts about child labour in Morocco .
B- ARE THESE STATEM ENTS TR UE OR F ALSE ? J USTIFY (03 PT S)
1- The lar gest p ercentage of child labourers in Moroc co w ork in rural ar eas.
…… ……… … ………… ……… … ………… ……… … ………… ……… … ………
2- Soula yman h as never atte nded s chool.
…… ……… … ………… ……… … ………… ……… … ………… ……… … ………
3- Soula yman i s the onl y ch ild lab ourer in his f amil y.
…… ……… … ………… ……… … ………… ……… … ………… ……… … ………
C- ANSW ER T HE SE QUE STIO NS ( 03 PTS)
1- Which econo mic sectors attract mo st child laboure rs in urban areas?

…… ……… … ………… ……… … ………… … …… … ………… ……… … ………
2- What does So ula yman do?
…… ……… … ……… … ……… … ………… ……… … ………… ……… … ………
3- List t wo reas ons wh y Sadique p ref ers child labour ers to adult worker s.
…… ……… … ……… … ……… … ………… ……… … ………… ……… … ………
D- COMP LETE T HESE SENTE NC ES FRO M THE T E XT (02 PTS)
1- Soula yman‟s f ather is a …… … ………… ……… … …….. … ……… …… …….

2- The t wo mos t important f actors behind chil d labou r in M orocc o are … …..
…… ……… … …. and … …….. … …..
E- WHA T DO T H E UNDE RLIN ED WORDS IN TH E TE XT R EFER TO ? (03

PTS)
1- the m (parag raph 4 ):……… ………..
2- his son ( parag 3): ………… ……….
3- Others (par ag. 5): ………… ……… … ………..
F- FIND IN THE TEXT WORDS OR PHRASES WHICH MEAN THE SAME AS (03 PTS)
1. getting higher (parag. 1) :…………………………..

2. employs (parag. 4) : …………………...……….
21
BRAIN DRAIN
1. Immigration is frequently not fair to countries of origin. When a scientist from
India or a professor from Guatemala or a physician from the Philippines moves to
the U.S.A, America’s gain is the native land’s loss. Since few American professionals
head out to settle elsewhere in the world, the redistribution of talents serves only
to widen the gap between the land of plenty and the lands of poverty. Worse still,
as more people leave their country in search of better lives in the U.S., more are
likely to leave, to join relatives or simply follow examples.
2. Though nothing new, the brain drain has recently seemed more than ever to be
taking from the poor giving to the rich: whereas 30 years ago most well-qualified
newcomers to the U.S. arrived from Europe, now they come from the poorer
countries of the Third World. Even among unskilled workers, the U.S. tends to
attract the most enterprising those who are adventurous enough to quit their
homes and look for new opportunities in America.
3. The first to leave are outstanding students who win admission to U.S. universities
and who, not surprisingly, accept challenging jobs and high salaries in America
upon their graduation. Each year, for instance, some 6,000 Taiwan Chinese arrive
to study in the U.S.; no more than 20%even return home. Many of the top
achievers at the prestigious Indian Institute of Technology at Kharagpur are hired
by the U.S. NASA (National Aeronautics and Space Administration). These students
are a treasure to any country, and it is a shame that their homes sometimes don’t
have the resources to hold on to them.
4. No less costly to Third World nations is the steady migration of well- trained
professionals in search of a life, any life, in America. The wage gap between the
U.S. and Mexico, for example, is 15 to 1. For many others, even poverty in the U.S.
is preferably to an uneasy prosperity at home: thus lawyers and doctors form
Central America may be found washing cars or working as porters in Miami hotels.
Time, July 8th, 1985
I- COMPREHENSION (15 point)
BASE YOUR ANSWERS ON THE TEXT.
A- ARE THESE STATEMENTS TRUE OR FALSE? JUSTIFY YOUR ANSWERS (3 PTS)
1. Both America and the native countries of immigrants benefit from immigration.
.........................................................................................................................................
2. Most well- qualified immigrants go to the USA from Europe.
.........................................................................................................................................
22
3. The majority of the Taiwan Chinese immigrants return to their native country.
.........................................................................................................................................
B – ANSWER THESE QUESTIONS: (3PTS)
1. Give two reasons why immigrants leave their native countries.

.........................................................................................................................................
2. Do all immigrants in the U.S. get good jobs? Explain.
.........................................................................................................................................
3. What does NASA stand for?
.........................................................................................................................................
C – COMPLETE THIS STATEMENT WITH THE APPROPRIATE INFPRMATION FROM THE

TEXT: (2PTS)
The type of immigration mentioned in the text is referred to as ...................................
D- PICK OUT FROM THE TEXT PHRASES OR SENTENCES WHICH SHOW THAT: (2PTS)
1. Not many American qualified immigrate move to other countries.

.......................................................................................................................................
2. The writer disapproves of brain drain.
.........................................................................................................................................
E – FIND IN THE TEXT WORDS OR EXPRESSIONS MEANING THE SAME AS: (3 PTS)
1. make bigger (para1) : ………………………..

2. inexperienced (para 2): ……………………
3. excellent (para 3): ……………………
F – WHAT DO THE UNDERLINED WORDS IN THE TEXT REFER TO? (2 PTS)
1.those (para 2) ……………………

2. their (para 3): ………………………
23
CULTURE SHOCK
1. Nowadays, international mobility has become more predominant than ever before due to an
unprecedented variety of sophisticated means of transport and globalization.
This has led to an increase in the number of migrants which involves more
contacts with individuals whose lifestyles, identities and languages are different
than one’s own. Once they embark upon developed countries, the usual sense
of ease they felt at home deserts them and they are seized by a feeling of
panic. This reflects their awareness that facing the unknown cannot be
dissociated from experiencing culture shock.
2. When asked about the experience of migration, Ahmed admits that being displaced from one’s home
brings about mixed feelings of excitement at times and disquiet about accessing a strange world at
others. “Will everything proceed as planned? Will my limited knowledge of the language enable me to be
employed? How long will it take me to adapt? While adaptation is possible for me and my family, what
about integration?” Ahmed kept wondering. “Once here, I began to reflect upon this new world,
especially because it’s totally different. At first, this highly organized social system, the neatly designed
architecture and the clean streets made believe that this was the ideal place where I would improve my
social status and have the best family life ever,” he explained. “But I’ve lost everything and everybody,”
he said bitterly.
3. It seems that Hamid initially went through a kind of honeymoon stage in which novel experiences and the
newly accessed environment were appealing. “Here I’m no longer repelled but attracted to the foreign
environment. The first question I couldn’t help raising was: Can I achieve a sense of identity and realize
my ambition of becoming myself here?” “Unfortunately, as one moves deeper into the host country, this
feeling of happiness starts to fade away to be replaced by chronic
anxiety and stress. “Even if you adopt some of the receiving
country’s values and beliefs to adjust to your new life, you end up
losing your identity as well as being excluded.”
4. Likewise, Abdelghafour’s account reveals that for a migrant culture
shock is inevitable. “It’s obvious that a man from a developing
country will easily notice a big dissimilarity between the two
cultural backgrounds which leads to a difficulty in integration. When you talk to native speakers, you
understand them and their perspective; but they will never understand your way of thinking.” Like the
other literate migrants, he has moved through the first stages of culture shock, but he cannot attain the
fourth phase of ‘citizen’ despite his ability to speak the language.
24
I - COMPREHENSION (15 POINTS)
A – WHICH OF THESE SENTENCES IS A CAUSE (C) AND WHICH AN EFFECT (E) IS. TICK (√) THE RIGHT
BOX. (3 PTS)
Sentence Cause Effect

1 There is an unprecedented variety of sophisticated ……………….. ………………..
means of transport.
2 Once here, I began to reflect upon this new world. ……………….. ………………..
3 There is a big dissimilarity between the two cultural ……………….. ………………..
backgrounds.
B - ANSWER THESE QUESTIONS. (3 PTS)
1. What made Ahmed believe that in the host country he could have a better standard of living?
.........................................................................................................................................................................
2. Which one of the three migrants wanted to achieve a kind of individuality and distinctiveness?
.........................................................................................................................................................................
3. Why was it difficult for Abdelghafour to integrate into the host country?
.........................................................................................................................................................................
C - ARE THESE SENTENCES TRUE OR FALSE? JUSTIFY (2 PTS)
1. Migrants feel comfortable once they move to the host country.

.........................................................................................................................................................................
2. Ahmed still lives with his family in the host country.
.........................................................................................................................................................................
D -FIND IN THE TEXT WORDS OR EXPRESSIONS WHICH MEAN THE SAME AS THE FOLLOWING. (2 PTS)
1 . disappear (para 3): ……….……………………. 2 clear (para 4): ……….……………….
E - WHAT DO THE UNDERLINED WORDS IN THE TEXT REFER TO? (2 PTS)
1 . they (para 1): ……….……………..…………. 2 here (para 3): …………………….
F - COMPLETE THE FOLLOWING SENTENCES WITH INFORMATION FROM THE TEXT. (3 PTS)
1. Being displaced from one‟s home not only brings about mixed feelings of excitement at times, but .....
.........................................................................................................................................................................
2. Hamid adopted some of the receiving country‟s values and beliefs so that ...............................................
.........................................................................................................................................................................
3. Abdelghafour cannot attain the fourth phase of „citizen‟ although ............................................................
.........................................................................................................................................................................
25
1. Jamila is a 12-year-old girl who lives in a rural area in Morocco. She is still at school when most girls
her age have dropped out – about 78 % of them between the ages of 12 and 14 are no longer in
formal schooling there. If she carries on with her education, she will be able to accomplish her dream
of becoming a doctor. However, significant challenges stand in her way – a slowing economy over the
past five years, limited job opportunities, and fewer women in the workplace (25 %) compared to
men (over 66%).
2. The government has started to implement strategies that better integrate women into the economy,
but more still needs to be done to help young girls like Jamila achieve their dreams. As a result of the
assessment of the Moroccan economy, policies that involve more women in this sector and eradicate
gender gaps are being applied. For this purpose, initiatives have been adopted to increase access to
education, improve public transportation to make it safer and easier for women to get to work,
launch vocational training and literacy programmes, especially in rural areas. These could significantly
boost the country’s economic growth.
3. Furthermore, the government has already initiated some reforms of the legal system. In 2002,
Morocco launched the first and most advanced initiative in the Middle East and Central Asia to tackle
gender inequality and promote women’s advancement. In 2004, the family code was revised to
expand women’s rights in marriage, guardianship, and access to divorce. As well as that, a maternity
leave of 14 weeks at full salary was introduced in the same year, and a law to ensure gender equality
was passed seven years after that.
4. Even with these improvements, our research points out that stronger and well thought out measures
are needed to increase female employment, and to address gender gaps in education in Morocco. For
instance, our study found out that: Investing in public childcare facilities could free women’s time,
enabling them to undertake more educational and training activities, and join the labour market.
Reform programmes for education, as recommended in the recently adopted national employment
strategy, can promote better access to secondary education for girls. These could also support literacy
programmes for women in rural areas, female entrepreneurship, and vocational training schemes for
all women.
5. If all these actions are implemented, there is no doubt that the barriers to this girl’s economic
participation would be greatly reduced, and she would have more opportunities to contribute to a
more prosperous and inclusive Moroccan society.
I - COMPREHENSION (15 POINTS)

{BASE ALL YOUR ANSWERS ON THE TEXT}
A - TICK (✓) THE MOST APPROPRIATE CHOICE. (1 PT)
The text is about:
1. the economy in Morocco.
2. gender inequality in Morocco.
3. the educational system in Morocco.
26
B - ARE THESE SENTENCES TRUE OR FALSE? JUSTIFY (3 PTS)
1. Very few children leave school at an early age in the countryside.
.............................................................................................................................................
2. Morocco hasn’t passed any new laws that help combat sex discrimination.
.............................................................................................................................................
3. Building more nurseries and kindergartens will enable women to find it easier to study
and work.
.............................................................................................................................................
C -ANSWER THESE QUESTIONS. (3 PTS)

1. Which problems will Jamila face once she has finished her studies?
.............................................................................................................................................
2. In which year was the law that guarantees the equality between men and women
enacted?
.............................................................................................................................................
3. Why are more rigid and practical strategies needed?
.............................................................................................................................................
D -FIND IN THE TEXT WORDS OR EXPRESSIONS THAT MEAN THE SAME AS: (3 PTS)
1. important (para 1) : ……………………………
2. eliminate (para 2) : ………………………..
3. plans (para 4) : ………………………..
E - WHAT DO THE UNDERLINED WORDS IN THE TEXT REFER TO? (3 PTS)
1. there (para 1) : ……………………………..

2. that (para 3) : ……………………………
3. this girl (para 5): ……………………………
F - COMPLETE THE FOLLOWING SENTENCES WITH INFORMATION FROM THE TEXT. (2

PTS)
1. The government has launched some initiatives so that it ................................................
2. Reform policies for education can promote better access to secondary education for
girls as well as .....................................................................................................................
27
1. The World Health Organization (WHO) has
officially listed ‘gaming disorder’ or gaming addiction as an
illness. This was part of a big update to the International
Classification of the diseases around the world. The WHO said
that gaming disorder, especially among youths, brings about a
harmful technology-related pattern of behaviour where priority is given to
gaming over all other activities. A person is described as such when they are
unable to stop playing, despite the negative effects this might be having on
their health and life.
2. Gaming disorder doesn’t just mean a youth might play video games a bit too
much. It is classified as a more serious condition when it has a very negative
impact on their life. It can be identified by such symptoms as impaired control
over gaming or increased priority given to gaming over other life interests and
daily activities like eating, washing, going to the toilet or even leaving the
house. Other symptoms include the inability to stop playing, despite its having a
significant negative impact on their personal well-being, family, schoolwork or
work life. In order for a person to be officially diagnosed with such a disorder,
they must show all of the above symptoms, to a very extreme level, for at least
12 months.
3. Gaming is one of the most popular hobbies around the world, with millions of
people, especially children and teenagers, playing video games every single day.
However, when it becomes an addiction and a person loses control over their
ability to stop and take care of themselves, it can become a real issue. Countries
such as China and South Korea currently have a big problem with gaming
disorder. They have set up special military like camps where parents can send
their children if they want to help them handle their gaming addictions; but
these have been criticised for using extreme disciplinary measures and inflicting
harsh punishment.
4. Video game organisations like the ESA, ISFE and UKIE have spoken out about the
new definition. They said that more research needs to be done and that perhaps gaming
disorder might be part of another mental health problem, such as depression or anxiety.
But the WHO said that the decision to make gaming disorder an official illness was based
on research by health professionals from all over the world, and that by labelling it, it
means that doctors will be able to offer help and treatment to those who are suffering
from this issue.
28
https://www.bbc.co.uk/newsround/48430320
I – COMPREHENSION: (15 POINTS)

A - TICK (✓) THE MOST APPROPRIATE TITLE FOR THE TEXT. (1 PT)
1. How can gaming disorder be resolved?

2. What is gaming disorder?
3. Who is likely to suffer from gaming disorder?
B - ARE THESE STATEMENTS TRUE OR FALSE? JUSTIFY YOUR ANSWERS. (3 PTS)

1. Gaming addiction has only recently been added to the list of illnesses.
.............................................................................................................................................
2. A person who has any one of the symptoms is considered as a gaming addict.
.............................................................................................................................................
3. According to some organizations, more research is needed to determine the causes of
this disorder.
.............................................................................................................................................
C – ANSWER THESE QUESTIONS. (3 PTS)

1. Which sign indicate that a person is suffering from gaming disorder?
.............................................................................................................................................
2. Where is gaming disorder being treated?
.............................................................................................................................................
3. How has the WHO decided on considering gaming disorder a disease?
.............................................................................................................................................
D – FIND IN THE TEXT WORDS OR EXPRESSIONS THAT MEAN THE SAME AS: (3 PTS)
1. leads to (para 1): ………………………. 2. influence (para 2): …………………….
3. imposing (para 3) : …………………….
E – WHAT DO THE UNDERLINED WORDS IN THE TEXT REFER TO? (3 PTS)
1. their (para 1) : …………………… 2 .its (para 2) : …………………..

3. this issue (para 4) : ……………………….
F – COMPLETE THE FOLLOWING SENTENCES USING INFORMATION FROM THE TEXT. (2

PTS)
1. Gaming can have a negative effect on a person’s health and life, but .............................
.............................................................................................................................................
2. Parents can send their children to special military-like camps in order to .......................
.............................................................................................................................................
29
1 Touria Chaoui is the first Moroccan and Arab young
woman to consider flying. Daughter of an intellectual
and a forward-thinking father, she successfully became
a female pilot, a hero for so many girls in the Kingdom
at a time when the French protectorate was still taking
control of the country. However, Touria’s success story and glorious
achievement took a tragic turn when she was only 19 years old in a mysterious
incident.
2 Touria is now resting at the Ahl Fas cemetery in Casablanca next to her
father’s lonely grave. Born in Fes on the 14th of December 1936, she was the
eldest daughter of the Chaoui couple, Abdelwahed and Zina. The father who
was one of the few French-speaking journalists, a theater director and a figure
of nationalism in the colonized Kingdom has raised his only daughter as a boy.
3 Moving to Casablanca has also been a turning point in the life of the young
girl. According to an article issued by Zamane in 2012, the Fassi family left the
northern city for Casablanca in 1948. Once in Casablanca, Touria and her
youngest brother «rubbed shoulders with the greatest figures of the Moroccan
nationalist movement, such as Allal El Fassi and Ahmed Balafrej, thanks to
their father a well-respected intellectual», recalled the history magazine.
4 Touria, and unlike girls her age at the époque, was dreaming of becoming a
pilot. She wanted to fly, a dream that her father respected and worked on
realizing. In 1951, and after graduating high school, the journalist enrolled his
daughter into the aviation school based in Tit Mellil. As hard and unusual as it
sounded at the time, Touria was the only first Moroccan girl to step in the
aviation school reserved for the French Forces. Historical accounts suggest that
her enrollment was fought and that she had to struggle to be finally accepted at
the aviation program.
5 By the age of 15, Touria received her aviation license and her story became
a national pride. According to Centennial of Women Pilots, a platform that
celebrates female pilots, «in 1952, Touria was actually the first aviatrix from the
Arab world».
6 On the 1st of March 1956, one day before the signing of the independence
decree, Touria Chaoui couldn’t escape her killer. Historical sources suggest that
she was killed by Ahmed Touil, a man with a troubled past who was involved in
nationalist resistance and who was rumored of being in love with the 19-year-
old aviatrix. Regardless of speculations, Touria’s death is still a mystery.
30
I- COMPREHENSION: (15pts) (BASE YOUR ANSWERS ON THE TEXT)
A. TICK (✓)THE RIGHT ANSWER. (1 PT)
The writer’s attitude towards Chaoui’s accomplishment is:
1. supportive
2. neutral
3. unsupportive
B. ARE THESE STATEMENTS TRUE OR FALSE? JUSTIFY. (2 PTS)
1. Touria’s father belonged to the Moroccan nationalist movement.
............................................................................................................................................................
2. Touria was killed on the day of the signing of the independence decree.
............................................................................................................................................................
C- FILL IN THE CHART WITH THE RIGHT INFORMATION FROM THE TEXT: (3 PTS)
Date Events
1936 …………………………………………………
……………………………………….. Touria moved to Casablanca
1951 ………………………………………………….
D. PICK OUT FROM THE TEXT SENTENCES OR PHRASES WHICH SHOW THAT: (3pts)
1. Morocco was still colonized when Touria became a pilot.
………………………………………………………………………………………………………
2. Touria was raised as the opposite gender.
………………………………………………………………………………………………………
3. It is unfamiliar to have girls enrolled in aviation programs at that time.
………………………………………………………………………………………………………
E. FIND IN THE TEXT WORDS OR EXPRESSIONS THAT MEAN THE SAME AS: (2 PTS)
1. modern (paragraph 1) : ………………………………
2. came into contact with (paragraph 3)………………………………………
F. WHAT DO THE UNDERLINED WORDS REFERS TO: (2 pts)
1. figures: …………………………………. 2. it: …………………………………..
G. PUT THE FOLLOWING EVENTS IN THE CORRECT ORDER ACCORDING TO THE TEXT. (2 PTS)
a- Touria Chaoui was killed.
b. Touria joined an aviation school and received her aviation license.
c. Touria was born.
d. Touria’s family moved to Casablanca .
1: ………… 2: …………. 3: ………… 4: ………
31
1. The United Nations Children’s Fund (or
UNICEF) was created by The United Nations
General Assembly on December 11, 1946, to
provide emergency and health care to children
in countries that had been devastated by World War II. In 1953, UNICEF became a permanent
part of the United Nations system and its name was shortened from the original United Nations
International Children’s Emergency Fund, but it has continued to be known by the popular
acronym based on this old name. Headquartered in New York city, UNICEF provides long-term
humanitarian development assistance to children and mothers in developing countries.
2. UNICEF is funded exclusively by voluntary contributions, and the National Committees

collectively raise around one-third of UNICEF’s annual income. This comes from contributions
from corporations, civil society organizations and more than 6 million individual donors
worldwide. They also rally many different partners- including the media, national and local
government officials, NGOs, specialists such as doctors and lawyers’ corporations, schools,
young people and the general public- an issue related to children’s rights. Its programs
emphasize developing community- level services to promote the health and well -being of
children. UNICEF was awarded the Nobel Peace Prize in 1965 and the Prince of Asturias Award
of Concord in 2006.
3. The heart of UNICEF’s work is in the field, with staff in over 190 countries and
territories. More than 200 country offices carry out UNICEF’s mission through a unique program
of cooperation developed with host governments. Seven regional offices guide their work and
provide technical assistance to country offices as needed, overall management and
administration of the organization takes place at it headquarters in New York.
4. Guiding and monitoring all of UNICEF’s work is a 36-member executive Board which
establishes policies, approves programs and oversees administrative and financial plans. The
executive Board is made up of government representatives who are elected by the United
Nations’ Economic and social council, usually for three years.
5. Unlike NGOs, UNICEF is an inter-governmental organization, and this is accountable to

governments. This gives it unique reach and access in every country in the world but may also
sometimes hamper its ability to speak out publicly on rights violations, or to openly criticize the
policies and actions of governments in the United States, Canada and some other countries.
32
I - COMPREHENSION: (15 pts) BASE YOUR ANSWERS ON THE TEXT.
A- FILL IN THE TABLE WITH INFORMATION FROM THE TEXT: (4 PTS)

UNICEF
Date of foundation …………………………………………………………………………………
Principal mission ………………………………………………………………………………….
Headquarters ………………………………………………………………………………….
Funds ………………………………………………………………………………….
B – ARE THESE STATEMENTS TRUE OR FALSE? JUSTIFY (3PTS)

1. UNICEF is interested in helping children only.
.............................................................................................................................................
2. UNICEF carries out its missions in collaboration with host countries.
.............................................................................................................................................
3. UNICEF is funded by the United Nations
.............................................................................................................................................
C – COMPLETE THESE SENTENCES WITH IDEAS FROM THE TEXT. (3 PTS)
1. UNICEF was initially set up to …………………………………………………………………………...

2. UNICEF’s supply Division’s mission is ………………………………………………………………….
3. Being accountable to governments makes it difficult for UNICEF
………………………………………
D – WHAT DO THE UNDERLINED WORDS IN THE TEXT REFER TO? (2PTS)

1. acronym (paragraph 1): …………………………... 2. Its (paragraph 5): ……………………………
E – FIND IN THE TEXT WORDS OR EXPRESSIONS THAT MEAN ALMOST THE SAME AS: (3
PTS)
1. completely (paragrap2) : ……………………………. 2. General (paragraph 3) : ……………………
3. hinder/impede (paragraph5) : ………………………..
33
SECTION TWO
LANGUAGE
GRAMMAR
VOCABULARY
FUNCTIONS
34
INTRODUCTION
In this section you will be tested in three content areas: vocabulary, grammar and
functions. The aim is to test your ability to use language accurately and
appropriately in different contexts. To score well in the language section, you are
advised to go over the grammar, vocabulary and functions items you have studied in
each unit of your English textbook. More specifically, practice the language areas
MARKED IN RED:
GRAMMAR (7 PTS) VOCABULARY (4 PTS) FUNCTIONS (4 PTS)

 tenses and tense aspects;  collocations or words going  Making and responding to
 wishes (present and past), if together: requests
only (past), and conditionals Ex: sustainable development  Responding to good and bad
;  definitions of key terms news
 reported speech;  synonyms/ antonyms  Expressing regret
 modals;  poly-words  Complaining
 linking words;  word formation (adjectives,  Apologising
 infinitive vs. gerund nouns, verbs and adverbs)  Asking for advice
 passive with different tenses;  the use of suffixes, prefixes  Giving advice
 passive with modals; and their meanings  Expressing opinion
 restrictive and non-  phrasal verbs  Asking for opinion
restrictive clauses.  idiomatic expressions :  Agreeing and disagreeing
Ex : ……….  Expressing certainty and
uncertainty
 Expressing lack of
understanding and asking for
clarification
To test your ability to use the above items accurately and appropriately, you will have to
respond to at least four of the following instructions:
 COMPLETE THE FOLLOWING DIALOGUE(S) APPROPRIATELY
 CHOOSE THE RIGHT ANSWER.
 CORRECT THE ERRORS IN THESE SENTENCES. THERE IS ONE ERROR IN
EACH SENTENCE.
 CORRECT THE UNDERLINED MISTAKE(S)
 FILL IN THE GAPS WITH APPROPRIATE COLLOCATIONS.
 FILL IN THE GAPS WITH APPROPRIATE PHRASAL VERBS
 FILL IN THE GAPS WITH APPROPRIATE WORDS OR EXPRESSIONS FROM
THE LIST
 FILL IN THE GAPS WITH APPROPRIATE WORDS OR EXPRESSIONS
 GIVE AN APPROPRIATE DEFINITION TO EACH OF THE FOLLOWING
WORDS

 GIVE THE CORRECT FORMS OF THE WORDS IN BRACKETS.
 JOIN THE PAIRS OF SENTENCES WITH THE LINKING WORDS GIVEN.
 MATCH EACH EXPRESSION WITH ITS APPRORIATE FUNCTION.
 MATCH THE EXCHANGE(S) WITH THE APPROPRIATE FUNCTION(S).
35
 MATCH THE WORDS THAT GO TOGETHER TO MAKE APPROPRIATE
COLLOCATIONS.
 MATCH THE WORDS WITH THE CORRESPONDING DEFINITIONS/
SYNONYMS/ ANTONYMS.
 PROVIDE THE APPROPRIATE WORD FOR EACH OF THE FOLLOWING
DEFINITIONS.
 PUT THE FOLLOWING EXCHANGES IN THE CORRECT ORDER
 PUT THE FOLLOWING WORDS/PHRASES/SENTENCES IN THE CORRECT
ORDER.
 PUT THE VERBS IN BRACKETS IN THE CORRECT FORM.
 PUT THE VERBS IN BRACKETS IN THE RIGHT TENSE.
 REPLACE EACH UNDERLINED VERB WITH AN APPROPRIATE PHRASAL
VERB.
 REPLACE EACH UNDERLINED VERB WITH THE APPROPRIATE PHRASAL
VERB FROM THE LIST.
 REPLACE THE UNDERLINED WORDS WITH APPROPRIATE SYNONYMS
 REWRITE THE SENTENCES AS INDICATED.
 REWRITE THE SENTENCES BEGINNING WITH THE WORDS GIVEN.
 THERE ARE ... ERRORS IN THIS PARAGRAPH. CORRECT THEM.
 TICK (Ѵ) THE CORRECT SENTENCE (S).
 WHAT DOES EACH SENTENCE EXPRESS?
 WRITE AN APPROPRIATE RESPONSE TO THE FOLLOWING SITUATION(S).
 Practice grammar in the affirmative, the negative and the interrogative forms.
 Write accurate responses to the grammar section: grammar mistakes are penalized.
 Pay attention to the form required: affirmative, negative or questions.
 Pay attention to the tenses required for each sentence. Whether present, past or
future (simple, continuous or perfect).
 For the section on Functions, if you are required to complete an exchange or write
responses to given situations, be careful whether the context is formal or informal
and use expressions that go with this context and structure. For instance, we say “I
agree” (NOT I am agree), If I were you, I‟d be more careful (NOT If I were you, I be
careful), etc.
 Use colorful stickers and markers to highlight important words in each sentence.
 If you are not confident with some grammar aspects, you should make them clear to
yourself before an exam. Make notes, when you are working with some tricky areas,
36
A. FILL IN THE GAPS WITH THE APPROPRIATE COLLOCATIONS FROM THE
LIST (2 PTS)
civic education –sustainable development- moral obligations- basic education – basic skills
________________ is concerned with fostering aspects of citizenship into young learners.

One aspect is fulfilling one‟s _________________ towards the community.
B. PROVIDE THE APPROPRIATE WORDS FOR THE FOLLOWING DEFINITIONS

(02 PTS)
1. A ____ is a fixed idea or image that we may have of a particular person or group of people.
2. ________is the inability to read or write. It may also include the inability to use a computer.
C. REPLACE EACH UNDERLINED VERB WITH AN APPROPRIATE PHRASAL

VERB (3 PTS)
I was very much interested in joining the police force but when I (1) requested the job, my
application was (2) rejected. I (3) discovered later that I wasn‟t accepted because of my poor
sight. (1) ............................. (2) .................................... (3) ......................................
D. REWRITE THE FOLLOWING SENTENCES AS INDICATED (04 PTS)

1. Politicians have to take young people‟s needs and aspirations into account in their election
campaigns.
Young people’s needs ............................................................................................................
2. "Politics will never appeal to us because our voice isn‟t being heard" Some students said
The students revealed ...........................................................................................................
3. Young people ignored local elections because they didn‟t believe in the promises made by
politicians.
If ...............................................................................................................................................
4. It is expected that illiteracy rates in Morocco will decrease to their lower levels before
2025.
By the end of 2025, illiteracy rates ....................................................................................
E. JOIN THE PAIRS OF SENTENCES WITH THE LINKING WORDS GIVEN IN

BRACKETS (02 PTS)
1. "Zakoura" is allocating micro-credits to rural women. It wants them to start their own
business. (so that)
...................................................................................................................................................
2. DABA 2007 association addresses young people. It addresses the intellectual elite, too (as
well as)
...................................................................................................................................................
F. WHAT DO YOU SAY IN THE FOLLOWING SITUATIONS? (2 PTS)
1. Classmate: I need to improve my English. What do you suggest ?
You : (make a suggetion) ........................................................................................................
2. Teacher: Look! I‟ve been patient long enough but you haven‟t done your homework again!
You: (apologise) …………………………………………………………………………….
37
A. GIVE THE CORRECT FORMS OF THE WORDS IN BRACKETS. (1 PT)
Brain drain, also known as human capital (fly)…………………constitutes a big (lose)……………..

for developing countries.
B. REPLACE EACH UNDERLINED VERB WITH THE APPROPRIATE PHRASAL VERB FROM
THE LIST (3 PTS)
breaks down kept on shows up grow up took off turns on
1. Vicky: Why were you late for work this morning?

Franco: I just didn’t feel like getting up early, so I (a) continued sleeping.
2. Carl: Jimmy, what do you want to be when you (b) become older?
Jimmy: I want to be a mechanic so I can fix our car when it (c) stops working.
a. …………………………………….. b. ………………………………. C. ……………………………………….
C. CHOOSE THE RIGHT ANSWER. (1 PT)

Which sentence below means that Barbara didn’t meet Tim?
1. Barbara had left home when Tim arrived.

2. When Tim arrived, Barbara was leaving.
3. After Tim arrived home, Barbara left.
…………………………………………………………………………………………………………………………………………
D. FILL IN THE GAPS WITH THE APPROPRIATE WORDS FROM THE LIST. (1 PT)
shouldn’t had better mustn’t might couldn’t
Jordan: There are a lot of changes happening at my company. I’m worried I………… lose my
job.
Isabela: Well, you …………….. start looking for something else.
Jordan: I guess so.
E. REWRITE THE SENTENCES BEGINNING WITH THE WORDS GIVEN. (3 PTS)
1. “What about starting our revision this afternoon?” Imane said.

Imane, my classmate, suggested…..………………………………………………………………………………
2. Barbara’s mother offered her an interesting gift when she graduated.
Barbara………………………………………………………………………………………………………………………
3. My mother’s illness is becoming serious because she didn’t see her doctor on time.
38
My mother should………..…..…………………………………………………………………………………………
F. CORRECT THE UNDERLINED MISTAKES. (2 PTS)
My uncle Hamid is looking for a house in the country (1) which he can live the rest of his life
after he retires. Now he spends his entire time (2) browse the net for houses in the country sides in
Morocco.
1. …………………………………………………. 2. …………………………………………………………………
G. Read about Alex. He has a job interview in a few day (4 PTS)
I always stay up
I suppose the interview late and wake up
will be very difficult! late in the morning.
Not good enough !
This suit is pretty old.

If only I had a new
one!
I don’t have
directions to the
interview location. I don’t know what questions
they’ll ask me at the interview.
What shall I do?
1. What do sentences A , B and C express?
A: ……………..……………………………………..
B:……………………………………………………..
C:………………………………………………….....
2. Write an appropriate response to situation D.
D:………………………………………………………………………………………………
39
A. FILL IN EACH GAP WITH AN APPROPRIATE COLLOCATION ( 2 PTS)
basic skills voluntary work civil society common good civic duty
It’s very important for young people to engage in doing _________ __________to help solve problems in their
community. Volunteering for the good of one’s community is a very important __________ ___________.
B. GIVE THE CORRECT FORM OF THE WORDS BETWEEN BRACKETS (2 PTS)
It’s the (responsible)……………………. of parents to regulate their children’s (behave) ………………….. However,
children need to enjoy some (free)...................... of (act)......................... from time to time.
C. PROVIDE THE APPROPRIATE PHRASAL VERB FOR EACH DEFINITION BELOW (1 PT)
1. To stop going to school before finishing a course: ....................................................................

2. To officially ask for something like a visa or a job: ....................................................................
D. REWRITE THE SENTENCES BEGINNING WITH THE WORDS GIVEN (4 PTS)
1. Drugs were sold at cheap prices everywhere. That’s why many teens became addicted easily.
If………………………………………………..............................…….………………………………………………………….
2. Many people regard drug addicts as criminals.
Drug addicts …………......................……………………………………….……............………………………………
3. “You’d better stay away from your addicted friends” My teacher told me.
My teacher advised me............................................................................................................
4. Joe grew up in a small town. Drugs are sold everywhere in this town.
.………………………………………...…where………………................................................................………
E. PUT THE VERBS BETWEEN BRACKETS IN THE CORRECT TENSE: (2 PTS)
1. By the end of this year, Joe (spend)...............................................two years without using drugs.
2. By the time I arrived at the train station, the train (already/leave)............................................
F. MATCH THE SENTENCES WITH THE FUNCTIONS THEY EXPRESS (4 PTS)
1. Though he was only 13, Joe started using strong drugs. A- Purpose.
2. Brain drain refers to the immigration of skilled professionals. B- Defining.
3. She worked all summer in order to save some money. C- Apologising
4. I know I hurt your feelings. I can’t tell you how sorry I am. D- Concession
40
A. REWRITE THESE SENTENCES AS INDICATED (3 PTS)
1. Many countries celebrate Wome‟s Day on the 8th of March.
Women‟s Day …………………………………………………………………………………...

2. The city council will equip our school with computers next year.
By the end of next year, …………………………………………………………………………

3. I‟m sorry Madam but you aren‟t allowed to park your car here.
You mustn‟t ……………………………………………………………………………………
B. FILL IN EACH GAP WITH THE CORRECT WORD FROM THE LIST (2 PTS)
1. Your results weren‟t satisfactory last semester; you really should ……………….harder this
term.
working work to work
2. Students ……………bring any documents into the exam room. It‟s not allowed.
needn’t can’t wouldn’t
C. CORRECT THE UNDERLINED MISTAKES (2 PTS)
1. Amina couldn‟t help to cry when she was announced the winner of the competition.
2. Would you mind not smoke in this room, sir?
D. WRITE THE WORDS IN BRACKETS IN THE CORRECT FORM (4 PTS)
There are many (organise)…………………………in Morocco which combat (violent)……………and

(discriminate)…………………………..against women and which call more (equal)……………….for
women in all domains.
E. MATCH EACH STATEMENT WITH ITS APPROPRIATE FUNCTION (4 PTS)
1. In my view, parents are too tolerant with their kids a. addition
2. Computers are used not only for learning but also for entertainment. b. opinion
3. Our team trained hard so as to be ready for the final match. C. request
4. Would you mind signing over here, sir? d. purpose
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A- REWRITE THE FOLLOWING SENTENCES AS INDICATED (3 PTS)
1- We really shouldn’t leave women behind if we really want to achieve development.

Women……………………………………………………………………………………….......................………………..
2- Amina managed to become a good model in her village. She was poor and illiterate,
however.
Despite…………………………………………………………………………………….......................……………………
3. You’d better not drop out of school at this age.
If I were you, I..........................................................................................................................
B- PUT THE VERBS BETWEEN BRACKETS IN THE CORRECT TENSE OR FORM (4 PTS)
1- It is expected that the number of elected women at both Houses

(double)………………………by 2025. However, development (not/be)…………………...achieved if
women (not/be)………………………given more opportunities in all fields.
2- I couldn’t see Amine last night because when I arrived home he (already/leave)
……………………………………….
C- GIVE THE CORRECT FORM OF THE WORDS IN BRACKETS (4 PTS)
As a world movement, (feminist)……………………….demands that one of the

(require)………………….of development is that women should acquire more
(responsible)…………………..and (free) ..........................both at home and in society.
D- JOIN THE PAIRS OF SENTENCES USING THE WORDS IN BRACKETS (3 PTS)
1- Many rural women in Morocco are illiterate. They can’t start their own projects by
themselves. (As)
………………………………………………………………………...........................………………………………………….
2- Developed countries have invested more on female literacy. They want to sustain
development. (so as)
………………………………………………………………...........................………………………………………………….
3- Governments need to combat female illiteracy. They need to combat poverty as well. (as
well as)
…………………………………………………………...........................……………………………………………………….
E- WRITE AN APPROPRIATE RESPONSE TO THE FOLLOWING SITUATION (1 PT)

Your English teacher: this is the second time to come to class too late. It‟s not good enough.
You (apologise to your teacher): ………………………………………………………………………
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1- Many people considered women as intellectually inferior to men.

Women…………………………………………………………………….......................…………………………………..
2- Zahra managed to become a good model in her village. She was poor and illiterate,
however.
Although………………………………………………………………………........................………………………………
3- They are thinking of linking Agadir and Laayoun by a highway before 2020.
By the end of 2020, they ......................................................................................................
B- Tick (v) the correct sentences (2 PTS)

1. It no use to buy all this staff today. We will leave tomorrow.
2. You’d better not waste your money buying this entire staff. We will leave
tomorrow.
3. You don’t have to buy this entire staff. We will leave tomorrow.
C- PUT THE VERBS BETWEEN BRACKETS IN THE CORRECT TENSE (2 PTS)
1- It will be very difficult for many developing countries to achieve development if they
(not/invest)…………………………more on education.
2- When I (meet)………… Edward in Marrakech last summer, he (live)……………………..there

for five years. By the end of this year he (spend)………………………….six years in Morocco.
D- GIVE THE CORRECT FORM OF THE WORDS IN BRACKETS (2 PTS)
As a women’s rights activist, Chirine Abbadi has spent much of her life advocating
women’s (empower)…………………and (emancipate)…………………………
E- MATCH THE WORDS WITH THE CORRESPONDING ANTONYMS (2 PTS)

1. Talented a- ability
2. Jubilation b- donation
3. Skill c- gifted
4. Grant d- joy
F- JOIN THE PAIRS OF SENTENCES USING THE WORDS IN BRACKETS ( 2 PTS)
1. Developed countries eliminated illiteracy. They progressed in all domains. (because)

………………………………………………………………………………………………………………….
2. Governments need to combat female illiteracy. They need to reduce poverty as well.
(not only)
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G- PUT THE FOLLOWING EXCHANE IN THE CORRECT ORDER (2 PTS)
A. Layla: Thanks for meeting with me during your lunch hour. I appreciate it.
B. Monica: Well, I think it‟s time for a change, don‟t you?
C. Monica: I think so. Trust me. Take the new job. What do you have to lose?
D. Monica: No problem. I‟m happy to help.. What‟s going on?
E. Layla: Oh you know, should I take this new job Or keep my current one?
F. Layla: Do you really think so?
1. A 2: ................ 3: ................. 4: ................... 5: F 6: ....................
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A. FILL IN THE GAPS WITH THE APPROPRIATE WORDS OR EXPRESSIONS
FROM THE LISTS (2 PTS)
1. Betty always .........................................................her little sister when her mother is busy.
Looks after - finds out - turns on
2. When my cousin came to live abroad, he ..................... hard time during the first months.
Picked up - put off - went through
B-REWRITE THE SENTENCES AS INDICATED (3PTS)

1. You can keep the windows open during the day.
Windows .................................................................................................................................
2. "You shouldn‟t drink sweet liquids "
My dentist advised me ...........................................................................................................
3. Anass didn‟t pass the entrance exam because he didn‟t study hard.
If ..............................................................................................................................................
C- PUT THE VERBS IN BRACKETS INTHE CORRECT TENSE AND FORM (2 PTS)
1. My son failed his exam. I wish he (not/spend) ...........................all his time surfing the net.
2. By the end of this decade, electric cars (launch) ................................in many countries.
D- GIVE THE CORRECT FORMS OF THE WORDS IN BRACKETS (2 PTS)

1. James was very (enthusiasm) ......................because of the high grade he got in the exam.
2. Talented youths show a great deal of (ambitious) ....................................................... to
fulfil their dreams and wishes.
E. Tick (v) THE RIGHT ANSWER (2 PTS)
1. The sentence “I passed the test with flying colours” means
a. I was very successful in the test.
b. I had bad marks in the test.
2. The sentence “my son is a real bookworm” means
a. My son hates reading books.
b. My son loves reading books.
F. JOIN THE PAIRS OF SENTENCES WITH THE LINKING WORDS GIVEN (2 PTS)
1. She can talk about philosophical matters. She‟s too young. (although)
.....................................................................................................................................................
2. She goes on a diet. She wants to lose weight (so that)
............................................................................................................................................................
G. MATCH EACH EXPRESSION WITH APPROPRIATE FUNCTION (2PTS)

Expressions Functions
1. Sorry, I haven‟t grasped what you mean a. opinion
2. For me, humour is good for health b. expressing lack of understanding
c. complaining
d. polite request
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A- REWRITE THE FOLLOWING SENTENCES AS SUGGESTED (03 PTS)
1. We can’t achieve development without involving the female society.

Development ……………………………………………………………………………………………………………………...
2. “What measures will the government take to combat child labour?” A journalist asked a
Minister.
A journalist wanted to know ……………………………………………………………..…………………………………
3. I dropped out of school because I wasn’t able to pay for my school expenses.
If ……………………………………………………, ………………………………….……………………………………………….
B- FILL IN THE GAPS WITH THE APPROPRIATE WORDS FROM THE LISTS (02 PTS)
1. All the children_________parents were killed during the armed conflicts were taken to
refugee camps.
which whose whom
2. Although Ibrahim spent only a few months in Spain he managed to _________Spanish quite
easily.
bring up look up pick up
I wish there (be/not)…………………….……..so many armed conflicts around the world

nowadays. More than two million children (kill)……………………in the last three decades alone.
D- PUT THE WORDS IN BRACKETS IN THE CORRECT FORM (02 PTS)
1. Product piracy is forbidden by (legal)……………………..in Morocco.

2. The (strong)…………………of the Japanese business lies primarily in its efficient (employ)
……………………..policies.
3. Would you please fill out this form and put your (sign)………………….at the bottom ?
E- FILL IN THE GAPS WITH THE APPROPRIATE WORDS FROM THE LIST (02 PTS)
speculations campaign prejudice stereotypes dilemma
1. Many beliefs people hold on people from other cultures are just________ rather than truths.
3. Many young people are in a real______________today : they can’t decide whether to leave
their homes and immigrate abroad or stay in their homes unemployed.
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E- WHAT DO YOU SAY IN THESE SITUATIONS? (04 Pts)
1. You were not able to do your homework for your English class. (Apologize to your teacher)
You: ………………………………………………………………………………………………………………………………….….
2. Your friend: I think I will drop out of school this year.
You: (Give advice) …………………………………………………………………………………………………..………….
3. You are in a train compartment and a passenger next to you is listening to loud music from
his cell phone.
You: (Make a polite request) ……………………………………………………………………………………………..
4. You were unable to attend your friend’s birthday party because you were sick.
You: (express regret)
……………………………………………………………………………………………………………...
47
SECTION THREE
WRITING
48
Introduction
The writing section of the national exam measures your ability to write in English.
This section may include one or two tasks. When only one free writing task is assigned
(From 100 to 200 words), it will be graded using a scale ranging from 0 to 10. In case there
are two writing tasks, one will be guided or semi-guided (graded from 0 to 4 points) and
the other free (From 50 to 100 words and graded from 0 to 6 points) . The free writing
task gives you the topic for writing and, sometimes, cues to help you write confidently.
Tasks you might need to practice before the day of the exam include:
 writing a topic sentence for a paragraph;
 punctuating a paragraph;
 writing a paragraph from a given list of words;
 describing a picture;
 drawing an outline;
 writing an article, formal or informal email/letter, report, book/film review or a
story;
 filling in forms;
To score high in the writing section, you are highly advised to avoid writing too short
texts and produce adequate texts using:
 adequate and relevant content;
 appropriate paragraphing and text structure according to the targeted format;
 appropriate style according to audience;
 appropriate cohesive devices and transitions to organize your writing;
 correct use of mechanics (spelling, punctuation, capitalization);
 appropriate grammar and vocabulary to get the message across;
 variety of sentence structures: simple and complex ones.
However, you will get a score of 0 in the writing section of the exam when you:
 do not write anything on your exam paper ,
 only copy the prompts or the topic,
 write in a language other than English,
 write about a topic different from the one assigned.
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Read the following advertisement carefully.
Website advert
Improve English Language fluency through
1.
English Language Summer Camps
(British Language Summer Camp- BLSC)
For international students of all ages who are interested in
enjoyable vacations and in improving their English language,
our British summer camps can be an excellent opportunity.
Alongside our English Language learning opportunities,

students will have an unforgettable experience of the
British culture, visiting some of England’s most famous
sites, enjoying a varied social programme, and making
lifelong international friends.
You are interested in joining the summer camp above.
Write an application email to BLSC.org. Include the following details:
- Your nationality, age and profession. (do not write your name)
- Your objectives from joining the summer camp.
about 150 words
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Task Purpose: test your ability to use basic punctuation marks appropriately.
You will read a description of the author's friend. The description is written without
punctuation.
Correct the paragraph by adding appropriate punctuation

and capitalization.
winston is one of the most laid-back people i know he is tall
and slim with black hair and he always wears a t-shirt and
black jeans his jeans have holes in them and his baseball
boots are scruffy too he usually sits at the back of the class
and he often seems to be asleep however when the exam
results are given out he always gets an "A" i don't think hes
as lazy as he appears to be
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Write a paragraph about the following topic:
Increasing numbers of students are choosing to study abroad. What are the benefits and the
drawbacks for the students and their countries themselves?
Give reasons to support your opinion.
250 words.
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WRITING: (10 POINTS)
Use the information in the chart to write a report for your school magazine about a seminar
organised in your school on Corona disease 2019 (COVID-19).
Event seminar
Topic Coronavirus disease 2019 (COVID-19)
: contamination (symptoms, causes and prevention)
Organisers Local Syndicate of Doctors and the School’s local Health Club
Date March 12th
Place Ibn Khaldoun high school
Participents Two local doctors and the president of the school’s Health Club
Attendance School staff and students, parents
Activities Mini-lectures, video presentations and worskshops
Main ideas Common symptoms of coronavirus disease 2019 (COVID-19)
 Fever
 Cough Other symptoms can include:
 Tiredness Shortness of breath or difficulty breathing
Sore throat, Loss of taste or smell, headache.
Causes
it spreads from person to person among those in close contact by respiratory droplets released
when someone with the virus coughs, sneezes or talks.
It can also spread if a person touches a surface with the virus on it and then touches his or her
mouth, nose or eyes.
Prevention
 Avoid large events and mass gatherings.
 Stay home as much as possible and keep distance between yourself and others.
 Wash your hands often with soap and water for at least 20 seconds, or use an alcohol-
based hand sanitizer.
 use face masks in public spaces, such as the grocery store.
 Cover your mouth and nose with your elbow or a tissue when you cough or sneeze.
Throw away the used tissue. Wash your hands right away.
 Stay home from work, school and public areas if you're sick, unless you're going to get
medical care.
 Avoid public transportation, taxis and ride-sharing if you're sick.
Evaluation Beneficial event, attendance expressed full satisfaction.
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One of your friends is using drugs. He/she sent you an email asking for your advice to
help him/her recover from addiction.
Write a reply email to your friend and give him/her advice about this problem.
(300 words approximately)
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Read the following web advertisement carefully:
The Moroccan Association for Teachers of English (MATE) has launched an English summer camp in
favour
of high school students in Morocco.
Send an application email to MATE’s president to request participation in the camp. Include details
about your skills and qualities and state your objectives behind joining the camp.
(200 words approximately)
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You have seen a movie or you have read a book which you really liked and you want to recommend
the film/book to your friends in your Facebook page. Write a film or book review to tell your friends
about the film/the book you have watched/read. Use the following outline:
WRITE EITHER A BOOK REVIEW OR A FILM REVIEW NOT BOTH.
Film Review
…………….(Title of the film)……………… is one of the best films I‟ve ever seen. It was produced
by………….. (name of producer)………………. in (year)…………... It is a …………(genre e.g. an
action / detective / story / drama / humour / thriller / sci-fi / comedy / adventure /
western etc.)………………… film. The film was set in (place) ……….. and it stars (names of
actors)………………………..
The story takes place in (place)……………..and it is about (give a brief summary of the
film)…………………….. The film lasts for (…hours).
I really ………………….(you opinion/evaluation)………… because it (justify your

opinion)……………..
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Book Review
…………….(Title of the book)……………… is one of the best books I‟ve ever read. It is
written by………….. (name of writer)………………. in (year)………….. and published in (date of
publication)………………. It is a …………(genre e.g. a novel or short story / etc.)…………………
book.
The major characters of the book are ……….(names of characters)……………………….and the

story takes place in………………… The book is about (brief summary of the book).
What I really likes about the book is………………………………………………
I really ………………….(you opinion/evaluation of the book)………… because it (justify your

opinion)……………..
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Generation gap is a universal problem. There are many factors which may cause
this gap. The problem has many negative consequences but there are also many
ways to solve the problem.
Write an article to be published in your school magazine about the causes,

consequences and solutions for the problem. Use the following outline:
Generation gap is experienced due to several reasons. The first reason

is…………………………………………………………………………………………………….
Another reason is………………………………… A further reason is
……………………………………………………………
The problem of generation gap creates negative consequences both at school and at
home. For example, …………………………………….. Another effect of this
problem………………………………………………
To resolve this problem, I suggest……………………. It is also important

……………………. Finally, to reduce the negative effects of generation gap, it is
necessary to…………………………
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MY ENGLISH
LANGUAGE GUIDE
BOOK
Adapted from different sites:
https://www.ef.com/wwen/english-resources/english-grammar/relative-clauses/
https://www.myenglishpages.com/site_php_files/grammar-lesson-modals.php
https://www.englishclub.com/vocabulary/collocations.htm
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SECTION 1: GRAMMAR
The simple present tense
Formation:
 The present simple tense in English is formed using the base form of the infinitive
(without TO).
 With the subject pronouns 'I, you, we and they', we use the base form of the verb (e.g. I
think, you think, we think, they think).
 In general, the 3rd person singular takes an -s at the end. That is, we add 'S' in the
third person (he/she/it lives, works, stops, etc).
 The spelling for the verb in the third person differs depending on the ending of that
verb. For verbs that end in -O, -CH, -SH, -SS, -X, we add -ES in the third person
(goes, teaches, washes, misses, relaxes, etc). Except for the two verbs to have (he,
xxxxx1she, it has) and to be (he, she, it is). Verbs ending in -y : the third person
changes the -y to -ies: fly --> flies, cry --> cries
Exception: if there is a vowel before the -y: play --> plays, pray --> prays
Forming the simple present tense: Negative & Questions

Interrogative form Negative form
 Am / are / is + Subject…? (verb to be)  Don’t + infinitive (without to)..
Are you satisfied/ what time is it, please? I do not (don‟t) think
 DO + Subject + infinitive (without to).. ? (other verbs)  Doesn’t + infinitive (without to).. (the third
Do you think they will refuse our invitation? person singular)
 Does + Subject + infinitive (without to)..?( the third Our school does not (doesn‟t) have a library.
person singular)  am / are / is + not
Does your school have any library? She is not ( isn‟t) at home./ They are not (aren‟t)
home.
Use: The present simple is used

 to express habits, general truths, repeated actions or unchanging situations, emotions and
wishes:
I watch TV every night but my brother only watches TV in the weekends (habit and
repeated actions); I am Moroccan (unchanging situation); The sun rises from the East/
Water freezes at zero degrees (general truth).
 to give instructions or directions:
You walk for two hundred meters, then you turn left.
 to express fixed schedules and arrangements, present or future:
Your exam starts at 09.00. The train leaves at 7.00 am.
 to express future time, after some conjunctions: after, when, before, as soon as, until:
I‟ll tell him the news when he comes in.
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The Present Continuous
Formation
The present continuous of any verb is composed of two parts – am / are / is + base+ing:
Affirmative Negative Interrogative

Am / are / is + Am / are / is + not + base+ing Am / are / is + Subject + base+ing?
base+ing
I’m writing a I’m not doing anything else. What are you doing?
grammar guide right She’s not reading in her room. What is she reading?
now. Note: alternative negative
My little daughter is
reading a short story.
contractions: I'm not going,
you're not going, he's not going
etc.
USE:
The present continuous is normally used to talk about something that is unfinished or incomplete
at the moment. As such, this tense is used:
 to describe an action that is going on at this moment:

You are reading a grammar guide. You are studying English grammar.
 to describe an action that is going on during this period of time:
Are you still working for the same company?
 to describe a future plan or arrangement:
We're going on holiday tomorrow.
I'm having a visa interview with the immigration officer tomorrow.
 to describe a temporary event or situation:
the children usually play in their room, but they’re playing in the garden at the moment.
 with "always, and constantly", to describe a continuing series of repeated actions that annoy the
speaker:
Ben is always asking me for money!
BE CAREFUL! Some verbs are not usually used in the continuous form.
 The cake tastes delicious (not is tasting).

 The room smells (not is smelling) nice.
 I find this exercise interesting (not I‟m finding)
 I remember now (not I‟m remembering).
 I hate / like potatoes (not am hating / am liking)
 It costs 10 dirhams (not is costing).
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The Present Perfect
Formation of the Present Perfect
The present perfect of any verb is composed of two elements: have / has plus the past participle
of the main verb. The past participle of a regular verb is base+ed, e.g. played, arrived, looked.
For irregular verbs, see the Table of irregular verbs below.
I have walked I haven't walked Have I walked?

She has finished. She hasn’t finished. Has she finished?
The Present Perfect is used to describe

The present perfect is used to indicate a link between the present and the past. The time of the
action is before now but not specified, and we are often more interested in the result than in the
action itself. More commonly, the present perfect is used to describe:
 An action or situation that started in the past and continues in the present.
I have worked as a teacher since 1984 (= and I still do.)/ I’ve had this laptop for three years.
 An action performed during a period that has not yet finished.
She has been to the cinema twice this week (= and the week isn't over yet.)
 A repeated action in an unspecified period between the past and now.
We have visited Portugal twice/several times.
 An action that was completed in the very recent past, expressed by 'just'.
I have just finished my work.
 An action when the time is not important.
Someone has stolen my mobile.
Note: When we want to give or ask details about when, where, who, we use the simple past.
Sam: have you ever been to Bangkok?

Tim: I’ve been there twice.
Sam: when did you visit Bangkok?
Tim: I was there just last summer and I visited it again two months ago.
The present perfect is also used with the words "ever", "never", "already", and "yet", and
with the words "for" and "since":
 I haven’t been to Madrid yet.

 We’ve already been to Madrid.
 Have you ever seen a wolf?
 No, I’ve never seen one.
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The simple past tense
Formation of the Simple Past Tense
( Regular and Irreg verbs) (Regular and Irreg verbs) (Regular and Irreg verbs)
Wasn’t / weren’t + base form Was / were + subject …?

didn’t + base form Did subject + base form..?
 I worked hard yesterday.  I didn’t work at all  What did you do yesterday?
 I had a splitting yesterday.  Where were you last night?
 My father wasn’t busy last
headache last night  Where did you go last weekend?
week.
 My father was very busy  We didn’t go anywhere last
last week. weekend.
 We went sightseeing
 We didn't do our
homework last night.
downtown last weekend.
Note: For the negative form Note: For the interrogative form
of all verbs (except to be ) in of all verbs (except to be ) in the
the simple past, always use simple past, always use the
the auxiliary 'did''. auxiliary 'did''.
Use of the Simple Past Tense

 The simple past tense is used to talk about a completed action in a time before now.
 we always use the simple past when we say when something happened or give a definite
point in time: last week, when I was a child, yesterday, six weeks ago
Columbus discovered America in 1492.

Yesterday, I arrived to school late.
I finished my work at seven o'clock.
I went to bed early last night.
 With an indefinite point in time: the other day, ages ago, a long time ago
People lived in caves a long time ago.
She played the piano when she was a child.
Note: the placement of the word ago: a week ago, three years ago, a minute ago.
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The Past continuous tense
Formation of the Past continuous
The past continuous of any verb is composed of two parts: the past tense of the verb "to be"
(was/were), and the base of the main verb +ing:
She was doing her homework at 8 She was not doing anything Why were you crying last night?
o’clock last night. special. Where were you going?
We were having dinner when the They weren’t having dinner
light went out.
at the time.
Use of the Past continuous

The past continuous describes actions or events in a time before now, which began in the past
and were still going on when another event occurred.
It is used mainly (but not exclusively):
 to describe an unfinished action that was interrupted by another event or action,
e.g. They were waiting for the bus when the accident happened.
While they were waiting for the bus, they saw an accident.
 to express a change of mind: e.g. "I was going to spend the day at the beach but I've
decided to get my homework done instead."
 To describe an action tht ws going on at a point of time in the past: I was watching TV at
10 o’clock lst night.
 with 'wonder', to make a very polite request: e.g. "I was wondering if you could baby-sit
for me tonight."
Note: with verbs not normally used in the continuous form, the simple past is used
I forgot to do my homework last night (NOT: I was forgetting)
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The Past perfect tense
Formation of the past perfect
The Past Perfect tense in English is composed of two parts: the past tense of the verb to have
(had) + the past participle of the main verb.
The train had just left when I I hadn’t finished my homework Had you ever met a foreigner when
arrived at the station. yet when my dad came in. you were in Agadir?
Past perfect + just

'Just' is used with the past perfect to refer to an event that was only a short time earlier than
before now, e.g.
 The train had just left when I arrived at the station.

 She had just left the room when the police arrived.
Functions of the past perfect

The past perfect refers to a time earlier than before now. It is used to make it clear that one event
happened before another in the past.
In these examples, Event A is the event that happened first and Event B is the second or more recent event:
Event A (happened first) Event B (second event)
John had gone out when I arrived in the office.
I had saved my document before the computer crashed.
Event B Event A
When they arrived we had already started cooking.
He was very tired because he hadn't slept well.

 The past perfect is also used in conditional type three:
If I had received the loan, I could have started my project.
 It is also used with wishes and regrets about past situations or actions:
I wish I hadn’t dropped out of school as a child.
If only my parents had helped me go abroad.
 The past perfect is also used to report sentences when the reporting verb is in the past:
“I was a brilliant student at school”, Amina told her friends
Amina told her friends that she had been a brilliant student at school.
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The Simple future tense
Formation of the simple future
The simple future tense is composed of two parts: will / shall + the infinitive without to
I will be here on time We won’t attend the meeting Will you be here tomorrow?
tomorrow. tonight. Will you attend our meeting
tonight?
Contractions
Will not = won't
I will = I'll / We will = we'll / You will = you'll / He will = he'll / She will = she'll
They will = they'll. The form "it will" is not normally shortened.
*Shall is commonly used instead of "will" with the affirmative or interrogative forms of I and we in certain cases
(see below).
 With I in the interrogative form using "shall", to make an offer:

Shall I open the window?
 With we in the interrogative form using "shall", to make a suggestion:
Shall we go to the cinema tonight?
 With I in the interrogative form using "shall", to ask for advice or instructions:
What shall I tell the boss about this money?
Functions of the simple future tense

The simple future is used:
 To predict a future event:

It will rain tomorrow.
 With I or We, to express a spontaneous decision:
I'll pay for the tickets by credit card.
 To express willingness:
I'll do the washing-up.
He'll carry your bag for you.
 With conditional type I and with actions expressing unwilligness:
I won't help you if you continue to behave like this.
I won't leave until I've seen the manager!
 With you, to give orders:
You will do exactly as I say.
 With you in the interrogative form, to give an invitation:
Will you come to the dance with me?
Will you marry me?
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The Future perfect
Form
The future perfect is composed of two elements
the simple future of the verb "to have" (will have) + the past participle of the main verb
He will have left by the time we She will not (won’t) Will they have finished building the bridge by the
get home. have left. end of this year?
Function
The future perfect tense refers to a completed action in the future. When we use this tense we are
projecting ourselves forward into the future and looking back at an action that will be completed
sometime later than now. It is most often used with a time expression.
Examples
 I will have been here for six months by June 23rd.

 By the time you read this I will have left.
 You will have finished your report by this time next week.
 Won't they have arrived by 5:00?
 Will you have eaten when I pick you up?
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REPORTING SPEECH IN ENGLISH
Direct and Indirect Speech
Direct and indirect speech can be a source of confusion for learners of English. Let's first define
the terms, then look at how to talk about what someone said, and how to convert speech from
direct to indirect or vice-versa.
You can answer the question What did he say? in two ways:
 by repeating the words spoken (direct speech)

 by reporting the words spoken (indirect or reported speech).
Direct Speech
Direct speech repeats, or quotes, the exact words spoken. When we use direct speech in writing,
we place the words spoken between quotation marks (" ") and there is no change in these words.
We may be reporting something that's being said NOW (for example a telephone conversation),
or telling someone later about a previous conversation.
Examples
 She says, "What time will you be home?"

 She said, "What time will you be home?" and I said, "I don't know! "
 "There's a fly in my soup!" screamed Simone.
 John said, "There's an elephant outside the window."
Indirect Speech
Reported or indirect speech is usually used to talk about the past, so we normally change the
tense of the words spoken. We use reporting verbs like 'say', 'tell', 'ask', and we may use the word
'that' to introduce the reported words. Inverted commas are not used.
She said, "I saw him." (direct speech) = She said that she had seen him. (indirect speech)
'That' may be omitted:

She told him that she was happy. = She told him she was happy.
'Say' and 'tell'

Use 'say' when there is no indirect object:
He said that he was tired.
Always use 'tell' when you say who was being spoken to (i.e. with an indirect object):
He told me that he was tired.
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'Talk' and 'speak'
Use these verbs to describe the action of communicating:
He talked to us.
She was speaking on the telephone.
Use these verbs with 'about' to refer to what was said:

He talked (to us) about his parents.
Tense Changes When Using Reported Speech

Normally, the tense in reported speech is one tense back in time from the tense in direct speech:
She said, "I am tired." = She said that she was tired.(backshift)
Direct Speech Reported Speech
Simple present Simple past
"I always drink coffee", she said She said that she always drank coffee.
Present continuous Past continuous
"I am reading a book", he explained. He explained that he was reading a book
Simple past Past perfect
"Bill arrived on Saturday", he said. He said that Bill had arrived on Saturday.
Present perfect Past perfect
"I have been to Spain", he told me. He told me that he had been to Spain.
Past perfect Past perfect
"I had just turned out the light," he explained. He explained that he had just turned out the light.
Present perfect continuous Past perfect continuous
They complained, "We have been waiting for They complained that they had been waiting for
hours". hours.
Past continuous Past perfect continuous
"We were living in Paris", they told me. They told me that they had been living in Paris.
Future Present conditional
"I will be in Geneva on Monday", he said. He said that he would be in Geneva on Monday.
Future continuous Conditional continuous
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Direct Speech Reported Speech
She said, "I'll be using the car next Friday". She said that she would be using the car next
Friday.
You do not need to change the tense if the reporting verb is in the present, or if the original
statement was about something that is still true, e.g.
 He says he has missed the train but he'll catch the next one.
 We explained that it is very difficult to find our house.
These modal verbs do not change in reported speech: might, could, would, should, ought to:
 We explained, "It could be difficult to find our house." = We explained that it could be
difficult to find our house.
 She said, "I might bring a friend to the party." = She said that she might bring a friend to
the party.
Changing time and place references

 Time and place must often change when going from direct to reported speech.
direct speech reported speech
today that day
"I saw him today", she said. She said that she had seen him that day.
yesterday the day before
"I saw him yesterday", she said. She said that she had seen him the day before.
The day before yesterday two days before
"I met her the day before yesterday", he He said that he had met her two days before.
said.
Tomorrow the next/following day
"I'll see you tomorrow", he said He said that he would see me the next day.
The day after tomorrow in two days time/ two days later
"We'll come the day after tomorrow", they They said that they would come in two days time/ two days
said. later.
Next week/month/year the following week/month/year
"I have an appointment next week", she She said that she had an appointment the following week.
said.
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direct speech reported speech
Last week/month/year the previous/week/month/year
"I was on holiday last week", he told us. He told us that he had been on holiday the previous week.
ago before
"I saw her a week ago," he said. He said he had seen her a week before.
this (for time) that
"I'm getting a new car this week", she said. She said she was getting a new car that week.
this/that (adjectives) the
"Do you like this shirt?" he asked He asked if I liked the shirt.
here there
He said, "I live here". He told me he lived there.

 In general, personal pronouns change to the third person singular or plural, except when
the speaker reports his own words:
I/me/my/mine, you/your/yours = him/his/her/hers
we/us/our/ours, you/your/yours = they/their/theirs
 He said: "I like your new car." = He told her that he liked her new car.
I said: "I'm going to my friend's house." = I said that I was going to my friend's house.
Question Forms and Reported Speech

Word order
Normal word order is used in reported questions, that is, the subject comes before the verb, and it
is not necessary to use 'do' or 'did':
Examples
Direct speech Indirect speech
"Where does Peter live?" She asked him where Peter lived.
"Where are you going?" She asked where I was going.
"Why is she crying?" He asked why she was crying.
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Yes / no questions
This type of question is reported by using 'ask' + 'if / whether' + clause:
Examples
"Do you speak English?" He asked me if I spoke English.
"Are you British or American?" He asked me whether I was British or American.
"Is it raining?" She asked if it was raining.
"Have you got a computer?" He wanted to know whether I had a computer.
"Can you type?" She asked if I could type.
"Did you come by train?" He enquired whether I had come by train.
"Have you been to Bristol before?" She asked if I had been to Bristol before.
Question words
This type of question is reported by using 'ask' (or another verb like 'ask') + question word +
clause. The clause contains the question, in normal word order and with the necessary tense
change.
Examples
"What is your name?" he asked me. He asked me what my name was.
"How old is your mother?", he asked. He asked how old her mother was.
The policeman said to the boy, "Where do you live?" The policeman asked the boy where he lived.
"What time does the train arrive?" she asked. She asked what time the train arrived.
"When can we have dinner?" she asked. She asked when they could have dinner.
Peter said to John, "Why are you so late?" Peter asked John why he was so late.
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Reported Speech: orders, requests & suggestions
Reporting orders and requests

When we want to report an order or request, we can use a verb like 'tell' with a to-clause: He told
me to go away. The pattern is verb + indirect object + to-clause. The indirect object is the
person spoken to. Other verbs used to report orders and requests in this way are: command,
order, warn, ask, advise, invite, beg, teach, & forbid.
Examples
The doctor said to me, "Stop smoking!". The doctor told me to stop smoking.
"Get out of the car!" said the policeman. The policeman ordered him to get out of the car.
"Could you please be quiet," she said. She asked me to be quiet.
The man with the gun said to us, "Don't move!" The man with the gun warned us not to move.
Requests for objects

Requests for objects are reported using the pattern "asked for" + object.
Examples
"Can I have an apple?", she asked. She asked for an apple.
"Can I have the newspaper, please?" He asked for the newspaper.
"May I have a glass of water?" he said. He asked for a glass of water.
"Sugar, please." She asked for the sugar.
"Could I have three kilos of onions?" He asked for three kilos of onions.
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Suggestions
Suggestions are most often reported using the verbs suggest, insist, recommend, demand,
request, and propose followed by a that clause. 'That' and 'should' are optional in these clauses,
as shown in the first two examples below. Note that suggest, recommend, and propose may also
be followed by a gerund in order to eliminate the indirect object (the receiver of the suggestion)
and thus make the suggestion more polite. This usage of the gerund is illustrated in the fourth and
fifth examples below.
Examples
She said, "Why don't you get a mechanic to look at She suggested that I should get a mechanic to look
the car?" at the car. OR
She suggested I should get a mechanic to look at
the car. OR
She suggested that I get a mechanic to look at the
car.OR
She suggested I get a mechanic to look at the car.
"Why don't you go to the doctor?" he said. He suggested I go to the doctor. OR

He suggested that I go to the doctor. OR
He suggested I should go to the doctor.OR
He suggested that I should go to the doctor.
"It would be a good idea to see the dentist", said My mother suggested I see the dentist.
my mother.
The dentist said, "I think you should use a different The dentist recommended using a different
toothbrush". toothbrush.
You said, "I don't think you have time to see the You suggested postponing my visit to the dentist.
dentist this week."
I said, "I don't think you should see the dentist this I suggested postponing your visit to the dentist.
week."
My manager said, "I think we should examine the My manager proposed that we examine the budget
budget carefully at this meeting." carefully at the meeting.
"Why don't you sleep overnight at my house?" she She suggested that I sleep overnight at her house.
said.
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Reporting hopes, intentions, and promises
When we report an intention, hope or promise, we use an appropriate reporting verb followed by
a 'that' clause with 'would' in it, or a to-infinitive clause. Verbs used in this pattern include: hope,
promise, threaten, guarantee, & swear. Note that the word 'that' is optional when using a that
clause, as in the first example below.
Examples
"I'll pay you the money tomorrow," he said. He promised to pay me the money the next day. OR
He promised that he would pay me the money the next
day. OR
He promised he would pay me the money the next day.
"I'll be back by lunchtime," he said. He promised to be back by lunchtime. OR

He promised that he would be back by lunchtime.
"We should arrive in London before They hoped to arrive in London before nightfall. OR
nightfall," they said. They hoped they would arrive in London before
nightfall.
"Give me the keys to the safe or I'll shoot He threatened to shoot me if I didn't give him the keys to
you!" he shouted. the safe. OR
He threatened that he would shoot me if I didn't give
him the keys to the safe.
"I will not tell anyone your secret" he said. He swore that he would not tell anyone my secret. OR
He swore not to tell anyone my secret.
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RELATIVE CLAUSES
Relative clauses are non-essential parts of a sentence. They may add meaning, but if they are
removed, the sentence will still function grammatically. There are two broad types of relative
clauses in English. It is important to distinguish between them because it affects the choice of
pronoun used to introduce the clause.
Defining clauses
A defining or identifying clause tells us which specific person or thing we are talking about in a
larger group of people or things. If a defining relative clause is removed, the meaning of the
sentence changes significantly. A defining relative clause is not separated from the rest of the
sentence by commas or parentheses.
Examples
 The woman who visited me in the hospital was very kind.

 The umbrella that I bought last week is already broken.
 The man who stole my backpack has been arrested.
 The weather that we had this summer was beautiful.
Non-defining clauses
A non-defining or non-essential clause gives us more information about the person or thing we
are talking about. If a non-defining relative clause is removed from a sentence, we lose some
detail, but the overall meaning of the sentence remains the same. Non-defining relative clauses
are always set off from the rest of the sentence with commas or parentheses.
Examples
 The farmer, whose name was Fred, sold us 10 pounds of potatoes.

 Elephants, which are the largest land mammals, live in herds of 10 or more adults.
 The author, who graduated from the same university I did, gave a wonderful presentation.
 My mother, who is 86, lives in Paris.
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Passive voice
Functions of the passive voice
The passive voice is used to show interest in the action and sometimes interest in the person or
object that experiences an action rather than the person or object that performs the action. In other
words, the most important thing or person becomes the subject of the sentence.
Examples
 The passive voice is used frequently. (= we are interested in the passive voice, not in who uses
it.)
 The house was built in 1654. (= we are interested in the house, not in who built it.)
 The road is being repaired. (= we are interested in the road, not in the people who are doing
the repairs.)
Sometimes we use the passive voice because we don't know or do not want to express who
performed the action.
Examples
 I noticed that a window had been left open.

 Every year thousands of people are killed on our roads.
 All the cookies have been eaten.
 My car has been stolen!
The passive voice is often used in formal texts. Switching to the active voice will make your
writing clearer and easier to read.
Passive Active
A great deal of meaning is conveyed by a few well-chosen A few well-chosen words convey a great deal of
words. meaning.
Our planet is wrapped in a mass of gases. A mass of gases wrap around our planet.
Waste materials are disposed of in a variety of ways. The city disposes of waste materials in a variety of ways.
If we want to say who or what performs the action while using the passive voice, we use the
preposition by. When we know who performed the action and are interested in him, it is always
better to switch to the active voice instead.
Passive Active
"A Hard Day's Night" was written by the Beatles. The Beatles wrote "A Hard Day's Night".
The movie ET was directed by Spielberg. Spielberg directed the movie ET.
This house was built by my father. My father built this house.
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Forming the passive voice
The passive voice in English is composed of two elements:
the appropriate form of the verb 'to be' + past participle
Affirmative Negative Interrogative Negative Interrogative
The house was built in The house wasn't built Was the house built in Wasn't the house built in
1899. in 1899. 1899? 1899?
These houses were These houses weren't Were these houses built Weren't these houses
built in 1899. built in 1899. in 1899? built in 1899?
To clean, passive voice
Subject + to be (conjugated) + past participle + rest of sentence
Simple present
The house is cleaned every day.
Present continuous
The house is being cleaned at the moment.
Simple past
The house was cleaned yesterday.
Past continuous
The house was being cleaned last week.
Present perfect
The house has been cleaned since you left.
Past perfect
The house had been cleaned before they arrived.
Future
The house will be cleaned next week.
Future continuous
The house will be being cleaned tomorrow.
Present conditional
The house would be cleaned if they had visitors.
Past conditional
The house would have been cleaned if it had been dirty.
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Subject + to be (conjugated) + past participle + rest of sentence
Inifinitive
The house must be cleaned before we arrive.
Modal verbs
The verbs like can, could, may, might, would, shall, should and ought to are called modal verbs
or modals. They are used with ordinary verbs to express different meanings such as (in)ability,
(im)possibility, permission, certainty, prohibition, obligation, etc. Can usually expresses ability
or capacity.
Below is a list showing the most useful modals and their most common meanings:
Modal Meaning Example

can to express ability I can speak a little Russian.
can to request permission Can I open the window?
may to express possibility I may be home late.
may to request permission May I sit down, please?
must to express obligation I must go now.
must to express strong belief She must be over 90 years old.
should to give advice You should stop smoking.
would to request or offer Would you like a cup of tea?
would in if-sentences If I were you, I would say sorry.
Modal verbs are unlike other verbs. They do not change their form (spelling) and they have no
infinitive or participle (past/present). The modals must and can need substitute verbs to express
obligation or ability in the different tenses. Here are some examples:
Past simple Sorry I'm late. I had to finish my math test.

Present perfect She's had to return to Korea at short notice.
Future You'll have to work hard if you want to pass the exams.
Infinitive I don't want to have to go.
Past simple I couldn't/wasn't able to walk until I was 3 years old.
Present perfect I haven't been able to solve this problem. Can you help?
Future I'm not sure if I will be able to come to your party.
Infinitive I would love to be able to play the piano.
Modals are auxiliary verbs. They do not need an additional auxiliary in negatives or questions.
For example: Must I come? (Do I must come?), or: He shouldn't smoke (He doesn't should
smoke).
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Important: The explanations and examples on this page are just an introduction to this extensive
and complex area of English grammar. Students of English who want to learn more should
consult a good reference work, such as Swan's Practical English Usage.
Here is a list of modals with examples:
Modal Verb Expressing Example
Strong obligation You must stop when the traffic lights turn red.
must
logical conclusion / Certainty He must be very tired. He's been working all day long.
must not prohibition You must not smoke in the hospital.
ability I can swim.
can permission Can I use your phone please?
possibility Smoking can cause cancer.
ability in the past When I was younger I could run fast.
could polite permission Excuse me, could I just say something?
possibility It could rain tomorrow!
permission May I use your phone please?

may
possibility, probability It may rain tomorrow!
polite permission Might I suggest an idea?

might
possibility, probability I might go on holiday to Australia next year.
need not lack of necessity/absence of obligation I need not buy tomatoes. There are plenty of tomatoes in the fridge.
50 % obligation I should / ought to see a doctor. I have a terrible headache.
should/ought to advice You should / ought to revise your lessons
logical conclusion He should / ought to be very tired. He's been working all day long.
had better advice You 'd better revise your lessons
Modals in the Present and Past
Modals in the present and past

Generally speaking modals in the past have the following form:
 modal + have + past participle
Example:
 Present:
You should see a doctor.
 Past:
You should have seen a doctor
Except for modals that express obligation, ability and lack of necessity:
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 Obligation:
Present = I must / have to work hard. -- Past = I had to work hard.
 Ability:
Present = I can run fast. -- Past = I could run fast when I was young.
 Lack of necessity:
Present = You don't have to / needn't take your umbrella. -- Past = You didn't have to / didn't need to take
your umbrella.
Modals in the Present Modals in the Past
Obligation You must / have to stop when the traffic lights are red. You had to stop.
Advice You should see a doctor. You should have seen a doctor
Prohibition You mustn't smoke here. You mustn't have smoked there.
Ability I can run fast. I could run fast. now I am old.
Certainty He has a Rolls Royce. He must be very rich. He must have been rich. He had a big house and
He can't be American. His English is terrible. an expensive car.
He can't have written that poem. He was
illiterate.
Permission Can I go out? She could drive her father's car when she was
only 15.
Possibility It may / can / could / might rain. It's cloudy. I guess it may / can / could / might have
been Lacy on the phone.
Lack of You don't have to / needn't buy any tomatoes. There are You didn't have to / didn't need to buy tomatoes.
necessity plenty in the fridge.
Exercise on Modals:
Choose the correct answer about the meaning of the modal forms in the following sentences
1. May I use your mobile phone? (asking for advice, asking for permission, making a
suggestion)
2. May I help you? (asking for advice, asking for permission, making an offer)
3. You mustn't walk on grass. (expressing prohibition, expressing obligation, expressing lack
of necessity)
4. What do you think I should do? (asking for advice, asking for permission, making an
offer)
5. Can you help me with this exercise? (asking for advice, asking for permission, making a
request)
6. I can speak Arabic. (expressing possibility, expressing obligation, expressing ability)
7. I think you should see a doctor.(expressing probability, giving advice, making a request)
8. You must stop when the traffic lights are red.( expressing prohibition, expressing
obligation, expressing ability)
9. You needn't take your umbrella. It isn't raining. (expressing prohibition, expressing
obligation, expressing lack of necessity)
10. You may pass the exam. It is not very difficult. You only have to work
harder. (expressing prohibition, expressing obligation, expressing possibility)
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SECTION 2: FUNCTIONS
Concessive clauses
A concessive clause is a clause which begins with "although" or "even though" and
which expresses an idea that suggests the opposite of the main part of the sentence.
To express concession, you can use these expressions:
although - even though - in spite of / despite - however - yet - nevertheless –

nonetheless
Examples:
a) Brain drain has terrible consequences on the developing countries. Nevertheless,
nothing has been done to solve the problem or at least reduce its negative effects.
b) In spite of / despite Fred's old age, he goes jogging every morning.
c) Although she's very nice, her classmates hate her.
d) They have got two children, a boy and girl. The boy looks after his father whereas
the girl looks after the mother.
NOTE: " In spite of" , " despite" have similar meaning to "although" or "even
though". BUT they are followed by nouns or gerunds (verb+ing.) They don't
introduce a clause (subject + verb.)
Although, even though:

"He had enough money."
" He refused to buy a new car."
The above two statements can be combined as follows :
Although he had enough money, he refused to buy a new car

Even though
OR
He refused to buy a new car although he had enough money.

even though
Structure:
"Although", and "even though" introduce concessive clauses.
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Although /even though subject verb
Examples:
Although it was raining, he walked to the station.
Even though she is very old, she runs fast.
Despite / in spite of:

Despite and in spite of are rather followed by a noun or a verb+ing form.
Study this example:

"He had enough money."
"He refused to buy a new car."
The above two statements can be combined as follows :
Despite all his money, he refused to buy a new car.

In spite of
having enough money,
OR
He refused to buy a new car despite all his money.

in spite of
having enough money.
Structure
Despite / in spite of + a noun,
+ verb + ing.
Examples:
Despite /in spite of the rain, he walked to the station.
Despite /in spite of being tired, he walked to the station.
Remember:
1. Although, even though + subject + verb (Concessive clause)
3. In spite of, despite + noun or verb+ing (Not a concessive clause)
2. There are structural similarities between:
 "in spite of", "despite" and "although", "even though"
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 "because of", "due to", "owing to", "thanks to" and "because", "since ,"as",
"for". (Expressing cause and effect)
In spite of Although + verb

Despite Even though
Because of + noun Because

Due to Since
owing to For
Thanks to As
Expressing Contrast
To express contrast, you can use these expressions:
on the contrary - whereas - on the one hand ...but on the other hand... -
conversely - but...- in contrast to
 On the one hand he‟s a world champion in karate, but on the other hand he is a
great poet.
 In contrast to the party they had last week, this one is fantastic.
 I do not agree that his latest book is disappointing. On the contrary, I think it‟s a
masterpiece.
BUT / HOWEVER
But is more informal than however. You can use however at the beginning of a sentence,
but you can‟t use but at the beginning of a sentence (in written English).
 I tried to lift the box, but it was too heavy for me.
 I tried to lift the box. However, it was too heavy for me.
WHILE / WHEREAS / UNLIKE
These linking words are used to make contrasts. While and whereas are usually used
between two complete phrases. Unlike is typically used with only a subject.
 I like tennis, while my brother prefers bowling.

 This cell phone plan costs $0.05 per minute, whereas that one gives you up to 800 minutes per month for
a fixed price.
 His boss allows him to work from home, unlike mine.
 Unlike her sister, she‟s very friendly.
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Expressing Addition
To add information, you can use these expressions:
in addition, - as well as - moreover - what is more - not only...but also... - furthermore -

besides - also - too - and...
a) If the project fails this will have terrible consequences not only on our department,
but also on the whole organization.
b) John's grades are terrible because he has been so lazy these days. In addition to
this, his relationship to his parents got worse.
c) The report is badly written. Moreover, it's inaccurate.
also / too
Also can go in the middle of a sentence, whereas too is typically used at the end.
 We did a lot of sightseeing on our vacation. We also bought a number of souvenirs.
 We did a lot of sightseeing on our vacation. We bought a number of souvenirs, too.
as well / as well as
As well goes at the end of the sentence (similarly to too).

As well as must be followed by another word.
 She‟s not only extremely successful, she‟s beautiful as well.
 She‟s beautiful as well as being extremely successful.
in addition / moreover / furthermore
These linking words are usually used at the beginning of a sentence to add another idea or further
develop the previous point.
 People who exercise regularly have more energy during the day and sleep better at night. In
addition, they tend to live longer.
 Construction on the new subway has been delayed for months due to budget
shortfalls. Moreover, the workers are threatening to go on strike.
 Our sales are expected to rise 30% in the next year. Furthermore, purchase of new equipment
will help cut manufacturing costs and increase profits.
Note: These expressions are more formal English. In informal spoken English, we usually use
these expressions instead: Plus / what’s more / besides
ORGANIZING AND ORDERING INFORMATION
Firstly / Secondly
When you are going to make a series of points, you can use firstly and secondly for the first and
second points. After that, you can use “The third point,” “The fourth point,” etc. or “in
addition.”
Lastly / Finally
For your final point, you can begin the sentence with lastly or finally. These words show your
audience that you are almost finished.
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Expressing purpose
English has various ways of expressing purpose. We can use so that or in order to; sometimes
we can simply use the verb infinitive. Expressing purpose with a verb infinitive. We use to +
infinitive when we want to show the purpose of an action.
Purpose with to, in order to and so as to

Use to , so as to, and in order to to express purpose in the affirmative form.
Examples:
 He is looking for a part time job to save some pocket money.

 She wakes up early in order to be on time to work.
 They visited him so as to offer their condolences for the death of his wife.
Use so as not to and in order not to to express purpose in the negative form.
Examples:
 They woke up early in order not to be late.

 She exercises regularly so as not to get fat.
 He helped the new policewoman so as not to fail in her first mission.
Purpose with so that

You can also express purpose with so that. In this case you generally need to use
a modal.
Examples:
 He turned down the music so that he wouldn't disturb the neighbors.

 He got a visa so that he can travel to the USA.
 He decided to stay in England for a while so that he could practice his English.
Purpose with for

Purpose can be also expressed by using for. For may be followed by either a noun or
a verb + ing.
Examples:
 I stopped there for a chat.

 This mop is for cleaning the floor.
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Complaining - Talking about Complaints
What are complaints?

Complaints are expressions of "displeasure or annoyance" in response to an action
that is seen by the speaker as unfavorable. Suppose you want to complain about the
pizza you have just ordered because it's too salty, what are the expressions needed to
express and respond to complaints?
Complaining:
Here are expressions you can use when complaining:
 I have a complaint to make. ...

 Sorry to bother you but...
 I'm sorry to say this but...
 I'm afraid I've got a complaint about...
 I'm afraid there is a slight problem with...
 Excuse me but there is a problem about...
 I want to complain about...
 I'm angry about...
Examples:
I have a complaint to make. Your pizza is just
too salty.
I'm sorry to say this but your food is

inedible.
1. I'm afraid I've got a complaint about your child. He's too
noisy.
2. I'm afraid there is a slight problem with the service in this
hotel.
3. Excuse me but you are standing on my foot.
4. I want to complain about the noise you are making.
5. I'm angry about the way you treat me.
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Responding to complaints
Positive response to complaints:
 I'm so sorry, but this will never occur / happen again.

 I'm sorry, we promise never to make the same mistake again.
 I'm really sorry; we'll do our utmost/best not to do the same mistake again.
Negative response to complaints:
 Sorry there is nothing we can do about it.

 I'm afraid, there isn't much we can do about it.
 We are sorry but the food is just alright.
Things to remember about complaints:

When expressing a complaint in English, it helps to be polite. Although "I'm angry
about your pizza. It's too salty" is one possible way of expressing a complaint, it is
considered too rude and you'd better use more polite expressions if you want to get
what you want!
Making Requests and Offers in English

Learn these common ways for making requests and offers so that you sound polite.
Making requests – asking someone to do something for you

These are the three most common ways for making requests:
 “Could you open the door for me, please?”

 “Would you mind opening the door for me, please?”
 “Can you open the door for me, please?’
 Speaking tip: could and can are followed by the verb without to. (See our page
on modal auxiliary verbs for more grammar information.)
 Would you mind is followed by the verb and -ing.
Making requests – asking if you can do something

Here are the four most common ways for making requests (when you want to do
something):
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 “Can I use your computer, please?”
 “Could I borrow some money from you, please?”
 “Do you mind if I turn up the heating?”
 “Would you mind if I turned up the heating?”
Speaking tip: Could is more polite that can.
Do you mind if…” is followed by the verb in the present tense, but would you mind
if… is followed by the verb in the past tense.
When you’re using these two sentences, don’t use please. It’s already polite enough!
Offering to do something for another person

You can make an offer using a phrase like Can I… ?, Shall I… ?, Would you like me
to… ?
For example:
 “Can I help you?”

 “Shall I open the window for you?”
 “Would you like another coffee?”
 “Would you like me to answer the phone?”
 “I’ll do the photocopying, if you like.”
Shall, can and will are followed by the verb without to.
Shall is particularly British English and is more formal than can. Would you like… is
followed either by a noun, or by an object pronoun and the verb with to.
Responding to offers
These English dialogues show you ways to accept or reject offers made to you.

“Yes please. I’d like to know what time the train leaves.”
“No thanks, I’m just looking.” (In a shop.)
 “Shall I open the window for you?”
“Yes please. That would be very kind of you.”
“No thanks.” Or, “No thank you.”
“Yes please, that would be lovely.” Or, “Yes please, I’d love one.”
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 “Would you like me to answer the phone?”
“If you wouldn’t mind.” Or, “If you could.”
(Don’t answer “Yes, I would”, as this sounds like you expect someone to do it for
you.)
 “I’ll do the photocopying, if you like.”
“It’s OK, I can do it.” Or, “Don’t worry, I’ll do it.
“Or, “Thank you, that would be great.”
Making Requests Quiz

Level: Elementary and above
1. You're in an English class and you would like to borrow another student's pen.
You say:
__ you lend me your pen, please?
 Can
 Do you mind
 Would you mind

2. Your colleague is going out to get lunch and you'd like him / her to get something for
you. You start your request:
Could you __ me a favour?
 do
 give
 make
3. You could also ask your colleague:
Would you mind __ me a sandwich when you're out?
 get
 getting
 to get
4. You are a parent with two children. They want to go out, but you want them to do their
homework first. You say:
I'd __ you to do your homework first.
 like
 need
 want
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5. Your colleague asks to open the window, saying:
Do you mind if I __ the window?
 open
 opening
 would open
6. Another student in your class asks to share your textbook, saying ''Can I share your
textbook?'' You agree and say:
 No problem!
 Not at all!
 No way!
7. A customer buys a lot from you and wants a bigger discount. You want to keep the
customer happy but you need your boss to agree. You say:
I'll __ what I can do.
ask
know
see
8. Your colleague wants you to help with an urgent problem, but you can't. You say:
I'm __ I can't help you there.
afraid
sure
worried
9. You are the boss and someone who works for you asks for an extra day's holiday. You
accept the request but ask the person to work Saturday instead. You say:
That's no problem, __ you work on Saturday.
 and
 but
 provided
10. Your boss asks you to work overtime (extra hours) but you can't. You say:
Ah, that __ be a bit difficult.
 can
 might
 should
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Giving Advice
This page lists useful expressions for the language function of giving advice
and recommendations to other people.
Elementary
1. (I think/I really think) you need to/must/should ...

2. How about ...?
3. It is usually a good idea to ...
4. My suggestion/advice is (to) ...
5. Why don't you ...?
6. You could (try) ...
7. You probably/definitely/really should ...
Pre-intermediate
1. Have you tried ...?

2. I (would) (strongly) suggest/advise that ...
3. If I was/were you, I'd ...
4. In my experience, ... works really well.
5. It's generally best/a good idea to...
6. One idea is to ...
7. One thing you could/should/have to do is ...
8. The best/most important thing (to do) is to ...
Intermediate
1. ... might work.

2. ... would probably work.
3. ... (always) works for me.
4. If I were you, I'd ...
5. If that happened to me/In that case/If I had that problem, I'd ...
6. My (main/personal) recommendation is/would be ...
7. You'd better ...
8. In this (kind of) situation, I (would) always recommend/advise ...
Upper Intermediate
1. If I were in that (that kind of) situation, I'd ...

2. Have you thought about ...?
1.3. If it were me, I'd ...
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4. Make sure you (don't) ...
5. The sooner you ... the better.
6. Whatever you do, ...
7. Your only option is to ...
8. You have no choice but to ...
Advanced
1. ... is worth a try.

2. A (self-help) book I read recommends ...
3. A piece of advice from ... that I'd like to pass on is to ...
4. A wise man once said ...
5. As the proverb says, ...
6. I can't recommend ... strongly enough.
7. You should ..., no doubt about it.
8. It might be an old wives' tale, but ...
Making a Suggestion in English

Making a suggestion means telling another person what we think that they should
do or what we think is a good idea. We are giving our opinion about what action
another person should take.
It is important that we are able to make suggestions or recommendations in English

fluently because we need to do this often in our professional and personal life.
There are different ways that we can make a suggestion or recommend something
in English.
1. The most common way to make a suggestion is to use the modal "should".
Subject + should + verb...
 You should study listening more if you want to improve your English.
 He should quit his job.
 You should get your mom a scarf for her birthday.
 Mark should be more honest.
 They should come to the party with us.
 We should try that restaurant next week.
 You should watch that movie. It is really good.
We can change the word "should" to "need" if we want to use stronger language.
 You need to see that movie. It is amazing!

 She needs to tell us if she is going to be late.
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2. Another common way to give a suggestion or recommendation is to use the
word "could". "Could" is much softer and more indirect than using "should". We use
"could" to give different options, but when we use "could" it shows that we do not
have an opinion.
Subject + could + verb...
 You could do yoga if you want to be healthier.

 We could go to Thailand for the next vacation.
 They could come to our house for Christmas dinner.
We often give more than one option when using "could".
 If you want to be healthier, you could try yoga or Pilates.

 We could go to Europe next vacation or we could go to Africa.
 If he is unhappy at his job, then he could quit or tell his boss directly.
 He could take the bus or the subway.
3. Look at the difference between "should" and "could".
 You should try yoga.

(=I think that yoga is the best for you.)
 You could try yoga.
(=Yoga is one possibility for you.)
As you can see, we use "should" to show our own opinion about what another
person should do or try. We use "could" to just provide an option. We are not
sharing our feelings or thoughts when we use "could".
4. We can also use some questions to make a suggestion or recommendation in an

indirect way.
Why don't/doesn't + subject + verb...?
 Why don't you try Jujitsu?

 Why doesn't she break up with her boyfriend?
 If you hate your job, then why don't you quit?
 Why don't you buy a new car? Yours always breaks down.
 Why doesn't he try to save more money? He always uses his money very
recklessly.
 Why don't they play soccer with us tomorrow?
How about + gerund/noun...?
 How about trying this restaurant?

 How about going back to school to get your master's degree?
 How about this movie?
 How about getting your mom a necklace for her birthday?
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 If you don't want to go outside, how about watching a movie?
 Since you don't want to get the red hat, how about the blue one? It looks
good.
5. We can also just use the words "suggest" or "recommend". We can use two
different sentence patterns to do this.
I suggest/recommend that + sentence
 I suggest that you study grammar more.

 I suggest that he think more about it before he makes a decision.
 I recommend that she focus on improving her speaking.
 I recommend that you go to Thailand for your honeymoon.
Note: We do not put an "s" after the verbs in the second party. This is called the
"Subjunctive Form". It is very rare in English, so do not worry about it. Just know
that in sentences with "recommend" and "suggest" that we do not add an "s" to the
verb that follows "that".
I suggest/recommend + gerund/noun...
We use this when we are making the suggestion directly to the person that will do
the action.
 I suggest going to Europe in the summer.

 I recommend trying that Mexican restaurant.
 She recommends trying meditation to relieve stress.
We can also do this when both people know who will do the action or when it is
general advice.
A) Mark says he wants to lose weight.

B) I suggest dieting and lifting weights.
(=I suggest that Mark diet and lift weights.)
A) It is hard for people to learn English.

B) I suggest speaking as often as possible.
(=I suggest that anyone who is trying to learn English speak as often as they can.)
6. We can use this sentence pattern when we will also be doing the action with the
other person.
Let's + verb...
 Let's try this restaurant.

 Let's go home.
 Let's tell her the truth.
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Expressing Opinion
Below are some phrases that you can use to help express opinions. Some of these phrases are more
appropriate for written English such as giving your opinion in an essay whereas some can also be used
in spoken English.
Personal Point of View

We use these words and phrases to express a personal point of view:
 As far as I'm concerned…

 Speaking for myself…
 In my opinion…
 Personally, I think…
 I'd say that…
 I'd like to point out that…
 I believe that…
General Point of View

We use these words and phrases to express a point of view that is generally thought by people:
 It is thought that...
 Some people say that...
 It is considered...
 It is generally accepted that...
Agreeing with an opinion

We use these words and phrases to agree with someone else's point of view:
 Of course.
 You're absolutely right. Disagreeing with an opinion
 Yes, I agree.
We use these words and phrases to disagree with
 I think so too.
someone else's point of view:
 That's a good point.
 Exactly.
 That's different.
 I don't think so either.
 I don't agree with you.
 So do I.
 However…
 I'd go along with that.
 That's not entirely true.
 That's true.
 On the contrary…
 Neither do I.
 I'm sorry to disagree with you, but…
 I agree with you entirely.
 Yes, but don't you think…
 That's just what I was thinking.
 That's not the same thing at all.
 I couldn't agree more.
 I'm afraid I have to disagree.
 I'm not so sure about that.
 I must take issue with you on that.
 It's unjustifiable to say that...
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SECTION 3: VOCABULARY
Polywords
Definition : Fixed expressions made up of more than one word, but which have to be understood as a single
unit meaning one specific thing, which may not be retrievable by analysing their individual parts.
Examples : of course / by the way / by dint of / in spite of / So long
The fact that they need to be understood as a "single unit is demonstrated by the fact that they will often
(though not always) have synonymous one word equivalents - eg of course/naturally; in spite of/despite;
by the way/incidentally; So long /Goodbye
The term was first introduced by Michael Lewis in "The Lexical Approach".
COMMON PHRASAL VERBS
Separable Phrasal Verbs

The object may come after the following phrasal verbs or it may separate the two parts:
 You have to do this paint job over.
 You have to do over this paint job.
When the object of the following phrasal verbs is a pronoun, the two parts of the
phrasal verb must be separated:
 You have to do it over.
Verb Meaning Example

blow
explode The terrorists tried to blow up the railroad station.
up
bring
mention a topic My mother brought up that little matter of my prison record again.
up
bring
raise children It isn't easy to bring up children nowadays.
up
call
cancel They called off this afternoon's meeting
off
do
repeat a job Do this homework over.
over
fill complete a
Fill out this application form and mail it in.
out form
fill up fill to capacity She filled up the grocery cart with free food.
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find My sister found out that her husband had been planning a surprise
discover
out party for her.
give something
give
to someone The filling station was giving away free gas.
away
else for free
give My brother borrowed my car. I have a feeling he's not about

return an object
back to give it back.
submit
hand
something The students handed in their papers and left the room.
in
(assignment)
put something
hang
on hook or She hung up the phone before she hung up her clothes.
up
receiver
hold
delay I hate to hold up the meeting, but I have to go to the bathroom.
up
hold
rob Three masked gunmen held up the Security Bank this afternoon.
up (2)
leave
omit You left out the part about the police chase down Asylum Avenue.
out
look The lawyers looked over the papers carefully before questioning the
examine, check
over witness. (They looked them over carefully.)
look
search in a list You've misspelled this word again. You'd better look it up.
up
make invent a story She knew she was in trouble, so she made up a story about going to
up or lie the movies with her friends.
make hear,
He was so far away, we really couldn't make out what he was saying.
out understand
pick There were three men in the line-up. She picked out the guy she
choose
out thought had stolen her purse.
lift something
pick
off something The crane picked up the entire house. (Watch them pick it up.)
up
else
point As we drove through Paris, Francoise pointed out the major

call attention to
out historical sites.
put We put away money for our retirement. She put away the cereal
save or store
away boxes.
put We asked the boss to put off the meeting until tomorrow.
postpone
off (Please put it off for another day.)
put on put clothing on I put on a sweater and a jacket. (I put them on quickly.)
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the body
put The firefighters put out the house fire before it could spread.
extinguish
out (They put it out quickly.)
read
peruse I read over the homework, but couldn't make any sense of it.
over
to arrange, My wife set up the living room exactly the way she wanted it.
set up
begin She set it up.
take make a written

These are your instructions. Write them down before you forget.
down note
take remove
It was so hot that I had to take off my shirt.
off clothing
talk
discuss We have serious problems here. Let's talk them over like adults.
over
throw
discard That's a lot of money! Don't just throw it away.
away
put clothing on
try on She tried on fifteen dresses before she found one she liked.
to see if it fits
try out test I tried out four cars before I could find one that pleased me.
turn
lower volume Your radio is driving me crazy! Please turn it down.
down
turn
He applied for a promotion twice this year, but he was turned
down reject
down both times.
(2)
turn raise the

Grandpa couldn't hear, so he turned up his hearing aid.
up volume
turn switch off

We turned off the lights before anyone could see us.
off electricity
turn
repulse It was a disgusting movie. It really turned me off.
off (2)
turn switch on the

Turn on the CD player so we can dance.
on electricity
exhaust, use The gang members used up all the money and went out to rob some
use up
completely more banks.
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Inseparable Phrasal Verbs (Transitive)
With the following phrasal verbs, the lexical part of the verb (the part of the phrasal verb
that carries the "verb-meaning") cannot be separated from the prepositions (or other
parts) that accompany it: "Who will look after my estate when I'm gone?"

call on ask to recite in class The teacher called on students in the back row.
call on The old minister continued to call on his sick

visit
(2) parishioners.
recover from sickness or I got over the flu, but I don't know if I'll
get over
disappointment ever get over my broken heart.
The students went over the material before the

go over review
exam. They should have gone over it twice.
They country went through most of its coal

go
use up; consume reserves in one year. Did he go through all his
through
money already?
My mother promised to look after my dog

look after take care of
while I was gone.
The police will look into the possibilities of

look into investigate
embezzlement.
run I ran across my old roommate at the college

find by chance
across reunion.
Carlos ran into his English professor in the

run into meet
hallway.
take after resemble My second son seems to take after his mother.
It seemed strange to see my old boss wait

wait on serve
on tables.
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Three-Word Phrasal Verbs (Transitive)
With the following phrasal verbs, you will find three parts: "My brother dropped out
of school before he could graduate."

I was talking to Mom on the phone when the
break in on interrupt (a conversation)
operator broke in on our call.
After our month-long trip, it was time to catch up

catch up with keep abreast
with the neighbors and the news around town.
The boys promised to check up on the condition

check up on examine, investigate
of the summer house from time to time.
After years of giving nothing, the old parishioner

to contribute (suggestion,
come up with was able to come up with a thousand-dollar
money)
donation.
We tried to cut down on the money we were

cut down on curtail (expenses)
spending on entertainment.
I hope none of my students drop out of school

drop out of leave school
this semester.
get along have a good relationship I found it very hard to get along with my brother
with with when we were young.
Janik cheated on the exam and then tried to get

get away with escape blame
away with it.
The citizens tried to get rid of their corrupt

get rid of eliminate
mayor in the recent election.
get through When will you ever get through with that
finish
with program?
It's hard to keep up with the Joneses when you

keep up with maintain pace with
lose your job!
look forward I always look forward to the beginning of a new

anticipate with pleasure
to semester.
It's typical of a jingoistic country that the

look down on despise citizens look down on their geographical
neighbors.
We were going to look in on my brother-in-law,

look in on visit (somebody)
but he wasn't home.
Good instructors will look out for early signs of
look out for be careful, anticipate
failure in their students
look up to respect First-graders really look up to their teachers.
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Make sure of the student's identity before you let
make sure of verify
him into the classroom.
The teacher had to put up with a great deal of

put up with tolerate
nonsense from the new students.
The runners ran out of energy before the end of

run out of exhaust supply
the race.
My oldest sister took care of us younger children

take care of be responsible for
after Mom died.
The star player talked back to the coach and was

talk back to answer impolitely
thrown off the team.
I often think back on my childhood with great
think back on recall
pleasure.
Her husband walked out on her and their three

walk out on abandon
children.
Intransitive Phrasal Verbs

The following phrasal verbs are not followed by an object: "Once you leave home, you
can never really go back again."

That old Jeep had a tendency to break down just
break down stop functioning
when I needed it the most.
Popular songs seem to catch on in California first

catch on become popular
and then spread eastward.
Father promised that we would never come

come back return to a place
back to this horrible place.
They tried to come in through the back door, but it

come in enter
was locked.
He was hit on the head very hard, but after several

come to regain consciousness
minutes, he started to come to again.
The children promised to come over, but they

come over to visit
never do.
visit without We used to just drop by, but they were never
drop by
appointment home, so we stopped doing that.
When we visited Paris, we loved eating out in the

eat out dine in a restaurant
sidewalk cafes.
Uncle Heine didn't have much money, but he
get by survive
always seemed to get by without borrowing
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money from relatives.
Grandmother tried to get up, but the couch was

get up arise
too low, and she couldn't make it on her own.
It's hard to imagine that we will ever go back to

go back return to a place
Lithuania.
He would finish one Dickens novel and then

go on continue
just go on to the next.
The cops heard all the noise and stopped to see

go on (2) happen
what was going on.
grow up get older Charles grew up to be a lot like his father.

The judge warned the stalker to keep away from
keep away remain at a distance
his victim's home.
keep on (with continue with the He tried to keep on singing long after his voice
gerund) same was ruined.
lose consciousness, He had drunk too much; he passed out on the

pass out
faint sidewalk outside the bar.
Whenever he sat down at the piano, we knew he

show off demonstrate haughtily
was going to show off.
Day after day, Efrain showed up for class twenty

show up arrive
minutes late.
wake up arouse from sleep I woke up when the rooster crowed.
Many of these verbs and definitions (but by no means all) are adopted from Grammar
Context by Sandra N. Elbaum. Second Edition, Book 2. (Heinle & Heinle Publishers,
Boston, 1996.) The examples are our own.
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Prefixes, Suffixes to Expand Your Vocabulary
Prefixes and Suffixes.
A prefix is a group of letters placed before the root of a word. For example, the word
“unhappy” consists of the prefix “un-” [which means “not”] combined with the root (or
stem) word “happy”; the word “unhappy” means “not happy.” A suffix is a group of
letters placed after the root of a word.
Learning the meanings of common prefixes and suffixes can help you
understand unknown English words you come across. It can also help you
become better at spelling words.
Prefixes
A prefix is a letter or a group of letters that we add to the beginning of a word.

Prefixes change the meanings of words. For example, the prefix un- (or u-n) can
mean "not," "remove," or "opposite." Adding un- to the word "happy" gives you
the word "unhappy," which means not happy.
U-n and r-e (or re-) are the two most common prefixes in the English
language. Re- means "again" or "back," such as in the words "rethink" "redo"
and "repay."
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Here are a few things to remember when learning prefixes:
1. Different prefixes in English can have similar meanings, such as un-, in-
and non- all of which mean "not" or "opposite of." Also, the prefixes mis-
and ir- mean "wrong," "wrongly," or "incorrectly."
2. Notice that double letters are possible. For example, when you add the
prefix im- to words that begin with the letter "m," you get two "m"s as in
"immeasurable." That's also true when you add un- to words that begin with the
letter "n," as in "unnoticeable." The same is true for many other prefixes.
3. When adding a prefix to a word, the spelling of the base word never changes.
For example, the prefix un- did not change the spelling of the word "happy."
And, the prefix re- would not change the spelling of the word "live" in "relive."
4. Watch out for "lookalikes" – words that look like they contain prefixes but, in
fact, do not. For example, the un- in the word "uncle" is not a prefix, nor is
the re- in the words "reach" or "real."
Suffixes
A suffix is a letter or group of letters added to the end of a word. Suffixes are
commonly used to show the part of speech of a word. For example, adding "ion"
to the verb "act" gives us "action," the noun form of the word. Suffixes also tell
us the verb tense of words or whether the words are plural or singular.
Some common suffixes are -er, -s, -es, -ed, -ing and -ly.
Here are a few things to remember when learning suffixes:
1. Some suffixes have more than one meaning. For example, the suffix -er may
suggest a person who performs an action, like a teacher. But "er" is also
commonly added to the ends of adjectives and adverbs. They compare two
things and show that one is "more" than the other, such as in "faster" and
"stronger."
2. The spelling of a base word can change when a suffix is added. This is true of
most base words ending in the letter "y." For instance, when we add the suffix -
ness to the word "crazy" to make "craziness," we replace the "y" with an "i." This
rule is also true of many base words ending in a silent "e" when the suffix
begins with a vowel. For example, in the words "write," "make" and "manage,"
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we drop the "e" in the words when we add -ing to make: "writing," "making"
and "managing." We also often drop the silent "e" before the suffix -able such as
in "usable." Be careful, though, because with some words, we keep the "e," such
as in "changeable" and "loveable."
There are additional suffix rules, but they deal with spelling and can be learned
with time and practice.
A thing to keep in mind about both prefixes and suffixes is that some are only
used with some words. For example, we add the suffix -ful to some nouns to
mean "full of," such as in the words "beautiful" or "helpful." But, we cannot
add -ful to just any noun. You could not, for example, say "loveful" to mean full
of love.
Learning prefixes and suffixes will not only build your vocabulary but can make
unfamiliar English words a lot less frightening.
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Collocations
What is a collocation?
A collocation is two or more words that often go together. These combinations
just sound "right" to native English speakers, who use them all the time. On the
other hand, other combinations may be unnatural and just sound "wrong". Look
at these examples:
natural English... unnatural English...
the fast train the quick train

fast food quick food
a quick shower a fast shower

a quick meal a fast meal
Why learn collocations?

 Your language will be more natural and more easily understood.
 You will have alternative and richer ways of expressing yourself.
 It is easier for our brains to remember and use language in chunks or
blocks rather than as single words.
How to learn collocations

 Be aware of collocations, and try to recognize them when you see or
hear them.
 Treat collocations as single blocks of language. Think of them as
individual blocks or chunks, and learn strongly support, not strongly +
support.
 When you learn a new word, write down other words that collocate with it
(remember rightly, remember distinctly, remember vaguely, remember
vividly).
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 Read as much as possible. Reading is an excellent way to learn
vocabulary and collocations in context and naturally.
 Revise what you learn regularly. Practise using new collocations in
context as soon as possible after learning them.
 Learn collocations in groups that work for you. You could learn them
by topic (time, number, weather, money, family) or by a
particular word (take action, take a chance, take an exam).
 You can find information on collocations in any good learner's dictionary.
And you can also find specialized dictionaries of collocations.
Types of collocation
There are several different types of collocation made from combinations of
verb, noun, adjective etc. Some of the most common types are:
 adverb + adjective: completely satisfied (NOT downright satisfied)
 adjective + noun: excruciating pain (NOT excruciating joy)
 noun + noun: a surge of anger (NOT a rush of anger)
 noun + verb: lions roar (NOT lions shout)
 verb + noun: commit suicide (NOT undertake suicide)
 verb + expression with preposition: burst into tears (NOT blow up

in tears)
 verb + adverb: wave frantically (NOT wave feverishly)
Sample Collocations
There are several different types of collocation. Collocations can be adjective +
adverb, noun + noun, verb + noun and so on. Below you can see seven main
types of collocation in sample sentences.
1. adverb + adjective
 Invading that country was an utterly stupid thing to do.
 We entered a richly decorated room.
 Are you fully aware of the implications of your action?
2. adjective + noun
 The doctor ordered him to take regular exercise.
 The Titanic sank on its maiden voyage.
 He was writhing on the ground in excruciating pain.
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3. noun + noun
 Let's give Mr Jones a round of applause.
 The ceasefire agreement came into effect at 11am.
 I'd like to buy two bars of soap please.
4. noun + verb
 The lion started to roar when it heard the dog barking.
 Snow was falling as our plane took off.
 The bomb went off when he started the car engine.
5. verb + noun
 The prisoner was hanged for committing murder.
 I always try to do my homework in the morning, after making my bed.
 He has been asked to give a presentation about his work.
6. verb + expression with preposition

 We had to return home because we had run out of money.
 At first her eyes filled with horror, and then she burst into tears.
 Their behaviour was enough to drive anybody to crime.
7. verb + adverb
 She placed her keys gently on the table and sat down.
 Mary whispered softly in John's ear.
 I vaguely remember that it was growing dark when we left.
Collocations Quiz
This quiz tests what you have learned about collocations in English.
1. A collocation is two or more words that
often go together
have similar meanings
must be used together
2. Collocations sound "right" to native English speakers because they
sound unnatural
are rarely used
are often use
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3. If you learn and use many collocations, your English will sound
more unusual
more grammatical
more natural
4. Which is a very common collocation?
quick food
fast food
rapid food
5. Complete the collocation: "I was running late so I only had time for a _____ shower."
short
quick
fast
6. It's best for learners to think of collocations as being single
parts of speech
blocks of language
rules of grammar
7. Collocations can be divided into several types such as _________ collocations.
verb + noun
subject + object
first + second
8. Which is an example of a verb + noun collocation?
a terrible mistake
commonly mistaken
make a mistake
9. Complete with a verb + adverb collocation: "You'll do it if you ________ enough."

try hard
really try
want to
10. Which is a common adverb + adjective collocation?
richly decorated
richly wealthy
greedily rich

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Use the words in brackets to form a new word that fits into each blank.
1. My mum is the chairman's assistant. She has a lot of

. (RESPONSIBLE)
2. I have an important to make (ANNOUNCE)
3. Jamie's early came as a shock to all of us. (DIE)
4. When the comedian told the joke, the whole auditorium was filled
with (LAUGH)
5. I reported the of my passport to the authorities. (LOSE)
6. The boys' was reported to their parents. (BEHAVE)
7. When she got home she immediately filed a . (COMPLAIN)
8. The of flight OS2895 will be announced soon. (ARRIVE)
9. The of the airplane was a mystery to the
investigators. (APPEAR)
10. When I opened the door everyone looked at me in
. (ASTONISH)
11. There have been a great number of in many fields of
research. (DEVELOP)
12. When they got to the top of the mountain they made a
remarkable (DISCOVER)
13. The headmaster gave us to leave lessons earlier. (PERMIT)
14. It's been a meeting your parents (PLEASE)
15. The of the bank depends on how many customers it can
get. (SUCCEED)
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113
I- COMPREHENSION 15 POINTS
A. CHOOSE THE RIGHT ANSWER FROM THE LIST GIVEN. ( 1 PT)
The text is about the story of

3. a high school dropout.
B. ARE THESE SENTENCES TRUE OR FALSE? CORRECT THE FALSE ONES (3 PTS)
1. True. ‗‘I had no idea if she would go along with it‘‘
2. False. ―she had excellent grades all along ―.
3. False. ―Luckily, she had friends to stay with, so she wasn't running anywhere‖
C. ANSWER THESE QUESTIONS. (4 PTS)
1. Because she needed to quit school and she wanted him to sign her papers.
2. They were so disappointed.
3. She started work in a mountain resort town as a waitress and then she worked in
restaurant.
4. she is now doing her MA at university and a part-time work at the library.
D. MATCH THE EXPRESSIONS WITH THE RIGHT EXPLANATIONS ACCORDING

TO THE TEXT. (2 PTS)
1. She had taken a final decision.
2. think more about my decision.
E. PUT THE FOLLOWING EVENTS IN THE CORRECT ORDER ACCORDING TO

THE TEXT. (2 PTS)
1…B….. 2…C……. 3. …D…… 4. …A……
2. She (parag. 1):Barbara‘s mother 2. this age (parag.3): the age of 15 3. there (parag.
4): mountain resort
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A. ARE THESE SENTENCES TRUE (T) OR FALSE (F)? JUSTIFY. (3 PTS)
1. True. “child marriages are on the rise in Morocco.”

2. False. “she was forced to accept her marriage”.
3. False. “she was humiliated in all sorts of ways”
B. ANSWER THESE QUESTIONS (3 PTS)
1. It requires a judge's consent.

2. to draw the Moroccan government‘s attention to the continuous sufferings
of child brides.
3. Poverty must be reduced and access to education must be guaranteed.
C. FILL IN THIS CHART WITH THE RIGHT INFORMATION FROM THE TEXT (3
PTS)
Causes of underage marriage Consequences

a- family tradition a- mother mortality
b- poverty b- divorce
c- illiteracy c- family violence
D. COMPLETE THE FOLLOWING SENTENCE WITH INFORMATION FROM THE

TEXT (1 PT)
Like Siham, Salima asked for divorce.
1. this practice (parag. 2) : under-age mariage 2. their (parag. 5) : chilod brides 3. they
(parag.4): families
F- FIND IN THE TEXT WORDS THAT MEAN THE SAME AS (2 PTS)
2. approval (paragraph 1): consent 2. wife (paragraph 4): spouse
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A. WHICH OF THE FOLLOWING WOULD BE THE BEST TITLE FOR THE TEXT?
(2 PTS)
A teenager‟s addiction struggle.
B. ARE THESE SENTENCES TRUE (T) OR FALSE (F)? JUSTIFY. (3 PTS)

1. False. “ he is a recovered addict”.
2. True. “Joe got much assistance from his school and a mentor teacher”.
3. True. „He decided to graduate from high school.‟
1. He made arrangements to stay at people's houses.

2. He was extremely angry.
3. He has taken up reading and music.
D. PUT THE FOLLOWING EVENTS IN THE CORRECT ORDER IN WHICH

APPEAR IN THE TEXT? (2 PTS)
1: ……C…….. 2: ……a….. 3: ……d….. 4: ……b…..
E. PICK OUT FROM THE TEXT EXPRESSIONS OR PHRASES WHICH SHOW

THAT: (2 PTS)
1. "If only my friends had done that for me"

2. He wants his addiction and recovery to be a lesson to other kids
F. WHAT DO THE UNDERLINED WORDS IN THE TEXT REFER TO? (3

PTS)
1. it (parag. 2) : drinking alcohol

2. these (parag. 3) : drugs
3. it (parag. 4): association or Narcotics Anonymous
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A. WHICH OF THE FOLLOWING WOULD BE THE BEST TITLE FOR THE TEXT? (2 PTS)
b. The problem of child maids in Morocco.
B. ARE THESE SENTENCES TRUE OR FALSE? JUSTIFY (3 PTS)
1. True. ―When she was 8 years old, her family sent her to work as a maid‖
2. False. “She worked all day, slept in the kitchen, and she was beaten up by
her host family.‖
3. False. „Some parents do not regret sending their daughters to work

outside‟
1. Because her father had some financial troubles and she wanted to help
with the family budget.
2. He is a seasonal worker.
3. fair treatment, good pay, and basic education.
D. COMPLETE THIS SENTENCE WITH INFORMATION FROM THE TEXT (1

PT) According to Dari‟s director, most child maids come from the countryside.
They (parag. 1): young girls from poor families

2. them (parag. 2): child maids
Where (parag 4): the country side.
F. FIND IN THE TEXT WORDS THAT MEAN THE SAME AS (3 PTS)
1. Problems (parag. 2): troubles.
2. severe (parag. 5): harsh
3. Objective (parag. 6): aim
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A- TICK (V) THE BEST TITLE FOR THE PASSAGE (02 PTS)
1. Moral values among American students. ✓
1. False. ‘80 percent of the top students in the country have cheated in school exams.’
2. False. ‘91 percent of them reported they were ‘satisfied’ with their behaviour!’
3. True. ‘parents are not the only ones to blame for declining teenagers’ morality’.
C- ANSWER THESE QUESTIONS ( 04 PTS)
1. lying, cheating and stealing.

2. sport stars, movie stars and show-business stars.
3. (a) it just feels right to go to bed at night with a clear conscience. (b) the teenager could
get into trouble if he or she lies all the time.
D- THE PHRASE ‘’ cheating or stealing was "no big deal" (parag 3, line4) MEANS (02 PTS)
3. Cheating is not too bad.
E- FIND IN THE TEXT WORDS OR EXPRESSIONS MEANING ALMOST THE SAME AS (02 PTS)
1. decreasing (parag.3) : declining

2. to be responsible: (parag. 4) : to blame.

1. one (parag. 1) high schooler or high school student.
2. it (parag. 3) to cheat and to lie.
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I- COMPREHENSION (15 points)
A- ANSWER THESE QUESTIONS IN YOUR OWN WORDS (3 PTS)
1. information and communications technologies.

2. No, they don’t. They have spent less on acquiring these tools.
3. Because without women literacy, no sustainable development is possible
B- ARE THESE STATEMENTS TRUE (T) OR FALSE (F)? JUSTIFY. (3 PTS)
1. True. ‘about 64% of the world’s illiterates are females’.

2. True. ‘English is another barrier for most non-English speaking female users’.
3. True. ‘India has invested a great deal of work in developing software in its indigenous
languages’
C- COMPLETE THIS SENTENCE WITH THE RIGHT INFORMATION FROM THE TEXT (2 PTS)
Many rural women can’t use the internet because internet connectivity is rare or
unavailable.
D- FIND IN THE TEXT WORDS OR PHRASES HAT MEAN THE SAME AS (3 PTS)
a- great and important (parag. 1): essential

b- objectives (parag. 3): goals
c- obstacles (parag. 4): handicaps
E- WHAT DO THE UNDERLINED WORDS IN THE TEXT REFER TO? (4 PTS)
1. their (parag. 2): developing countries

2. it (parag. 3): female involvement in the information economy
3. where: rural areas
4. its (parag. 4): india
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I- COMPREHENSION 15 Points
A- MATCH ( ) EACH IDEA (1-4) WITH THE CORRESPONDING PARAGRAPH (a-d) (02 PTS)
1. Paragraph 3
2. Paragraph 2
3. Paragraph 1
4. Paragraph 4
1. False. ‘Some 70% of the world’s poor are women/ In the United States, women make up
about three-fifths of all adults living in poverty.’
2. True. ‘in many countries of the world female enrolment in advanced education has exceeded
50% in the last twenty years.’
C- ANSWER THESE QUESTIONS (03 PTS)

1. No, they aren’t because the wage gap between men and women is greater in the US.
2. due to our long habits of thinking of women and the work they do as less important
and impressive than that of men/ because men have expected less from women and have
underestimated women’s abilities.
3. (a) they need to earn a decent income. (b) eliminating discrimination in jobs (c) ensure
that they are included in development.
D- PICK OUT A SENTENCE FROM THE TEXT WHICH MEANS THE SAME AS (02 PTS)
women still lag behind men in terms of income and advancement in these high-income
fields.
E- COMPLETE THESE SENTENCES WITH INFORMATION FROM THE TEXT (02 PTS)
1. The less skilled women there are, the more difficult it is for for countries to benefit from
development.
2. Women need to get more well-paid jobs so as to reduce the threat of their poverty.
1. others (parag. 3) : countries 2. those roles (parag. 4) : high-skilled, high-paying jobs
G- FIND IN THE TEXT WORDS WHICH MEAN THE SAME AS (02 PTS)
1. families (parag. 1) : households 2. achievements (parag. 2) : accomplishments.
120
A. TICK (V) THE BEST TITLE FOR THE PASSAGE (2 PTS)
3. Youths and politics in Britain. V
B. ARE THESE STATEMENTS (T) OR FALSE (F)? CORRECT THE FALSE ONES (3 PTS)
1. False. “not many young people of voting age actually intended to vote and more than
half found it of any interest.”
2. False. ‘many of them are very engaged in political issues/ the work of many
international NGOs is very well supported by students/ students ask more challenging and
unexpected questions about politics."
3. True. ‘Most students feel their issues are not addressed and often feel unrepresented in
campaign manifestos.’
1. Not many young people of voting age actually intended to vote and that more than half
found it of any interest.
2. Because their needs and opinions are ignored.
3. Example: their needs and interests need to be taken into account.
D. COMPLETE THE FOLLOWING SENTENCES FROM THE TEXT (2 PTS)
1. In order to raise young people’s interest in politics, the British government

introduced citizenship education for students to study as part of the National
Curriculum.
2. Although young people have been encouraged to participate in politics, many
youngsters still feel unconcerned about it
G. WHAT DO THE UNDERLINED WORDS IN THE TEXT REFER TO? (3 PTS)
1. it (parag. 1) : voting.
2. Them (parag. 3): politicians.
3. this country (parag. 4) : britain
G- FIND IN THE TEXT WORDS OR PHRASES WHICH MEAN THE SAME AS (03 PTS)
1. involved (parag. 2) : engaged.
2. attract (parag. 3) : appeal.
3. make better (parag. 4): enhance.
121
I- COMPREHENSION (15 Points)
A- THE WRITER’S PURPOSE IS (02 PTS)
c- to give f acts about child labour in Mor occo .
B- ARE THESE STATEM ENTS TR UE OR F ALSE ? J USTIFY (03 PT S)
1- True. „ 78 per cent of child labourers in Morocco can be found in the countryside.‟
2- False. „he h ad been briefl y en rolled at sch ool ‟
3- False. „there are three other sons who a re all working in a textile
factory. ‟
C- ANSW ER T HE SE QUE STIO NS ( 03 PTS)
1. the commercial, mechanic, textile, and domestic service industries.

2. He works as an apprentice w eaver for a wealth y man in Fez.
3. bec ause they are "the mos t en ergetic and h ard -worki ng and they are
are v ery obedien t
D- COMP LETE T HESE SENTE NC ES FRO M THE T E XT (02 PTS)
1- Soula yman‟s f ather is a brick w orker.

2- The t wo mos t important f actors behind chil d labou r in Morocc o
arepovert y a nd f amil y proble ms.
E- WHA T DO T H E U NDE RLIN ED WORDS IN TH E TE XT R EFER TO ? (03

PTS)
1- the m (parag raph 4 ): 10-14 year old children .
2- his son ( parag 3): Soula yman.
3- Others (par ag. 5): causes.
F- FIND IN THE TEXT WORDS OR PHRASES WHICH MEAN THE SAME AS (03 PTS)
1. getting higher (parag. 1) : increasing.

2. employs (parag. 4) : hires.
122
KEY AND MARKING SCALE
Brain Drain
PLEASE ACCEPT ANY APPROPRIATE ANSWER NOT MENTIONED IN THIS KEY
I – COMPREHENSION (15 points)
A- TRUE OR FALSE: (3 pts) (1 pt each: 0.5pt for the right choice and 0.5 pt for the right
justification; consider the justification only if the choice is correct)
1. F. America’s gain is the native’s land’s loss.
2. F. Now they come from the poorer countries of third world.
3. F. No more than 20% return home.
B- ANSWERING QUESTIONS: (3 pts) (1 pt each)

1. a- in search of better lives.
b- to join relatives.
2. No, lawyers and doctors may be found washing cars or working as porters.
3. National Aeronautics and Space Administration.
C- SENTENCE COMPLETION: (2 pts)

brain drain
D – PICK OUT: (2 pts; 1 pt each)
1. Few American professionals head out to settle elsewhere in the world.
2. Immigration is frequently not fair to countries of origin / America’s gain is the native
land’s loss
E- WORD MEANING : (3 pts; 1 pt each)

1. widen 2. Unskilled 3. Outstanding
F- WORD REFERENCE : (2 pts; 1 pt each)

1. unskilled workers 2. Outstanding students
123
Culture Shock

A- CHART FILLING: (3 pts; 1 pt each)
1. Cause
2. Effect
3. Cause
B- ANSWERING QUESTIONS: (3 pts ; 1 pt each)
1. This highly organized social system, the neatly designed architecture and the clean
streets.
2. Hamid
3. Because of the dissimilarity between the two cultural backgrounds which leads to a
difficulty in integration.
C- TRUE OR FALSE : (2 pts; 1 pt each)

1. F. The usual sense of ease they felt at home deserts them and they are seized by a
feeling of panic.
2. F. “I’ve lost everything and everybody” He said bitterly.
D- WORD MEANING: (2 pts; 1 pt each)

1. fade away 2. Obvious
E- WORD REFERENCE : (2 pts ; 1pt each)

1. migrants 2. Newly accessed environment
F – SENTENCE COMPLITION: (3 pts; 1pt each)

1. disquiet about accessing a strange world at others.
2. to adjust to your new life.
3. he was able to speak the language.
124
Gender inequality

A-TICK THE RIGHT CHOICE: (1 pt.)
2. gender inequality in Morocco.
B- TRUE OR FALSE : (3 pts; 1 pt each)
1. F. 78% of them are no longer in formal schooling.
2. F. A law to ensure gender equality was passed even years after that.
3. F. increase access to education, improve public transportation to make it safer and
easier for women to get to work, launch vocational training and literacy programmes,
especially in rural areas.
C- ANSWERING QUESTIONS: (3 pts; 1 pt each)

1. Slowing economy, limited job opportunities and fewer women in workplace.
2. 2011
3. To integrate women to the economy, eradicate gender gap, promote education and
contribute to economic growth.
D- WORD MEANING: (3 pts; 1 pt each)

1. significant 2. Eradicate 3. Measures
E- WORD REFERENCE: (3 pts; 1 pt each)

1. rural area 2. 2004 3. Jamila
F- SENTENCE COMPLETION: (2 pts; 1 pt each)

1. will end up gender inequality and promote women’s advancement.
2. support literacy programmes for women in rural areas, female entrepreneurship, and
vocational training schemes for all women.
125
Gaming

2. What is gaming disorder?
B- TRUE OR FALSE: (3 pts; 1 pt. each)

1. T. This was part of a big update to the International Classification of the diseases
around the world.
2. F. They must show all of the above symptoms, to a very extreme level, for at least 12
months.
3. T. They said that more research needs to be done and that perhaps gaming disorder
might be part of another mental health problem, such as depression or anxiety.
C- ANSWERING QUESTIONS: (3 pts; 1 pt. each)

1. Priority is given to gaming over all other activities.
2. China and South Korea.
3. The decision was based on research by health professionals from all over the world.
D- WORD MEANING: (3 pts; 1 pt. each)
1. brings about 2. Impact 3. Inflicting
E- WORD REFERENCE: (3 pts; 1 pt. each)

1. youths 2. Gaming 3. Gaming disorder
F- SENTENCE COMPLITION: (2 pts; 1 pt each)
1. ..but youth gave it priority rather than other activities /youths are unable to stop
playing it.
2. help them handle their addiction.
126
Touria

1. supportive
1. T. Her father was a figure of nationalism in the colonized kingdom.
2. F. One day before the signing of the independence decree.
C- CHART FILLING: (3 pts; 1 pt. each)

1. Touria was born
2. 1948.
3.She was enrolled into the aviation school based in Tit Mellil.
D- PICK OUT: (3pts; 1 pt. each)

1. A hero for so many girls in the Kingdom at a time when the French
protectorate was still taking control of the country.
2. Her father has raised his only daughter as a boy.
3. Touria was the only first Moroccan girl to step in the aviation school
reserved for the French Forces.
E- WORD MEANING: (2 pts; 1 pt. each)

1. a forward-thinking 2. rubbed shoulders with
F- WORD REFERENCE: (2 pts; 1 pt. each)

1. Allal El Fassi and Ahmed Balafrej. 2. Dreams of becoming a
pilot
G- EVENTS ORDER: (2 pts; 1 pt. each)

1: c 2: d 3: b 4: a
127
UNICEF

A- CHART FILLING: (4 pts; 1 pt. each)
1. December 11,1946.
2. provides long-term humanitarian development assistance to children and mothers in
developing countries. / to provide emergency and health care to children in countries
that had been devastated by World War II.
3. New York.
4. voluntary contributions from corporations, civil society organizations and more than
6million individual donors worldwide.

1. F. children and mothers in developing countries.
2. T. UNICEF’s mission through a unique program of cooperation developed with host
governments.
3. F. UNICEF is funded exclusively by voluntary contributions.
C- SENTENCE COMPLETION: (3 pts ; 1 pt each)

1. to provide emergency and health care to children in countries that had been
devastated by World WarII
2. to promote the health and well -being of children.
3. to speak out publicly on rights violations, or to openly criticize the policies and actions
of governments in the United States, Canada and some other countries.
D- WORD REFERENCE: (2 pts; 1 pt. each)

1. UNICEF 2. UNICEF
E- WORD MEANING: (3 pts; 1 pt. each)

1. exclusively 2. Overall 3. hamper
128
129
A. FILL IN THE GAPS WITH THE APPROPRIATE COLLOCATIONS FROM THE
LIST (2 PTS)
civic education – moral obligations
B. PROVIDE THE APPROPRIATE WORDS FOR THE FOLLOWING DEFINITIONS

(02 PTS)
1. stereotype.
2. illiteracy..
C. REPLACE EACH UNDERLINED VERB WITH AN APPROPRIATE PHRASAL

VERB (3 PTS)
(1) applied for (2) turned down. (3) found out
D. REWRITE THE FOLLOWING SENTENCES AS INDICATED (04 PTS)
1. Young people’s needs .have to be taken into account in the election campaigns.
2. The students revealed that politics would never appeal to them because their voice wasn‟t
being heard.
3. If they had believed in the promises made by politicians, young people wouldn‟t have
ignored local elections.
4. By the end of 2025, illiteracy rates will have decreased to their lower levels.
E. JOIN THE PAIRS OF SENTENCES WITH THE LINKING WORDS GIVEN IN

BRACKETS (02 PTS)
1. "Zakoura" is allocating micro-credits to rural women so that they can start their own
business.
2. DABA 2007 association addresses young people as well as the intellectual elite.
F. WHAT DO YOU SAY IN THE FOLLOWING SITUATIONS? (2 PTS)
3. Classmate: I need to improve my English. What do you suggest ?

You : (make a suggetion) accept any appropriate answer
4. Teacher: Look! I‟ve been patient long enough but you haven‟t done your homework again!
You: (apologise) accept any appropriate answer
130
A. GIVE THE CORRECT FORMS OF THE WORDS IN BRACKETS. (1 PT)
Flight - loss
B. REPLACE EACH UNDERLINED VERB WITH THE APPROPRIATE PHRASAL VERB FROM
THE LIST (3 PTS)
kept on grow up breaks down
C. CHOOSE THE RIGHT ANSWER. (1 PT)

1. Barbara had left home when Tim arrived.
D. FILL IN THE GAPS WITH THE APPROPRIATE WORDS FROM THE LIST. (1 PT)
might had better
E. REWRITE THE SENTENCES BEGINNING WITH THE WORDS GIVEN. (3 PTS)
1. Imane, my classmate, suggested starting our revision that afternoon.

2. Barbara was offered an interesting gift by her mother when she graduated.
3. My mother should hve seen her doctor on time.
F. CORRECT THE UNDERLINED MISTAKES. (2 PTS)
(1) where (2) browsing
G. Read about Alex. He has a job interview in a few day (4 PTS)
1. What do sentences A , B and C express?
A: opinion
B:complaint
Cwish
2. Accept any appropriate response to situation D.
131
A. FILL IN EACH GAP WITH AN APPROPRIATE COLLOCATION ( 2 PTS)
voluntary work - civic duty
B. GIVE THE CORRECT FORM OF THE WORDS BETWEEN BRACKETS (2 PTS)
Responsibility - behaviour - freedom - action
C. PROVIDE THE APPROPRIATE PHRASAL VERB FOR EACH DEFINITION BELOW (1 PT)
1. Drop out
2. Apply for
D. REWRITE THE SENTENCES BEGINNING WITH THE WORDS GIVEN (4 PTS)
1. If drugs hadn’t been sold at cheap prices everywhere, many teens wouldn’t have become addicted easily.
2. Drug addicts are regarded by many people as criminals.
3. My teacher advised me to stay away from my addicted friends.
4. Joe grew up in a small town where drugs are sold everywhere.
E. PUT THE VERBS BETWEEN BRACKETS IN THE CORRECT TENSE: (2 PTS)
1. will have spent.

2. had already left.
F. MATCH THE SENTENCES WITH THE FUNCTIONS THEY EXPRESS (4 PTS)
1. D- Concession
2. B- Defining.
3. A- Purpose.
4. C- Apologising
132
A. REWRITE THESE SENTENCES AS INDICATED (3 PTS)
1. Women‟s Day is celebrated by many countries on the 8th of March.

2. By the end of next year, the city council will have equipped our school with computers.
3. You mustn‟t park your car here, Madam.
B. FILL IN EACH GAP WITH THE CORRECT WORD FROM THE LIST (2 PTS)
1. work
2. can’t
C. CORRECT THE UNDERLINED MISTAKES (2 PTS)
1. crying.
2. smoking
D. WRITE THE WORDS IN BRACKETS IN THE CORRECT FORM (4 PTS)
Organizations – violence - discrimination - equality.
E. MATCH EACH STATEMENT WITH ITS APPROPRIATE FUNCTION (4 PTS)
1. b. opinion
2. a. addition
3. d. purpose.
4. C. request
133
1- Women shouldn’t be left behind if we really want to achieve development.

2- Despite (her) poverty and illiteracy, Amina managed to become a good model in her
village.
3. If I were you, I would not drop out of school at this age.
B- PUT THE VERBS BETWEEN BRACKETS IN THE CORRECT TENSE OR FORM (4 PTS)
1- will have doubled - (won’t be/ will not be ) - (aren’t)
2- had already left
C- GIVE THE CORRECT FORM OF THE WORDS IN BRACKETS (4 PTS)
(feminism) - (requirements) - (responsibility) - (freedom)
D- JOIN THE PAIRS OF SENTENCES USING THE WORDS IN BRACKETS (3 PTS)
1- As m any rural women in Morocco are illiterate, they can’t start their own projects by
themselves.
2- Developed countries have invested more on female literacy so as to sustain development.
3- Governments need to combat female illiteracy as well as poverty.
E- WRITE AN APPROPRIATE RESPONSE TO THE FOLLOWING SITUATION (1 PT)

Your English teacher: this is the second time to come to class too late. It‟s not good enough.
You (apologise to your teacher): Accept any appropriate answer.
134
1- Women were considered by many people as intellectually inferior to men.

2- Although Zahra was poor and illiterate, she managed to become a good model in her
village.
3- By the end of 2020, they will have linked Agadir and Laayoun by a highway.
B- Tick (v) the correct sentences (2 PTS)

1. It no use to buy all this staff today. We will leave tomorrow.
2. You’d better not waste your money buying this entire staff. We will leave
tomorrow. ✓
3. You don’t have to buy this entire staff. We will leave tomorrow. ✓
1- ( do not invest).
2- (met) - (had been living) - (will have spent).
D- GIVE THE CORRECT FORM OF THE WORDS IN BRACKETS (2 PTS)
(empowerment) - (emancipation)
E- MATCH THE WORDS WITH THE CORRESPONDING ANTONYMS (2 PTS)

1. Talented c- gifted
2. Jubilation d- joy
3. Skill a- ability
4. Grant b- donation
F- JOIN THE PAIRS OF SENTENCES USING THE WORDS IN BRACKETS ( 2 PTS)
1. Developed countries progressed in all domains. Because they eliminated illiteracy.

2. Governments not only need to combat female illiteracy, but they also need to reduce
poverty.
G- PUT THE FOLLOWING EXCHANE IN THE CORRECT ORDER (2 PTS)
1. A 2: ......D.......... 3: .......E.......... 4: .......B............ 5: F 6: ........C............
135
A- FILL IN THE GAPS WITH THE APPROPRIATE WORDS OR EXPRESSIONS FROM THE
LISTS (2 PTS)
1- Looks after.
2- went through.
B-REWRITE THE SENTENCES AS INDICATED (3PTS)

1- Windows can be kept open during the day.
2- My dentist advised me not to drink sweet liquids.
3- If Anass had studied hard, he would/could have passed the entrance exam.
C- PUT THE VERBS IN BRACKETS INTHE CORRECT TENSE AND FORM (2 PTS)
1- Hadn’t spent.
2- Will have been launched.
D- GIVE THE CORRECT FORMS OF THE WORDS IN BRACKETS (2 PTS)

1. (enthusiastic).
2. (ambition).
E- Tick (v) THE RIGHT ANSWER (2 PTS)

1. The sentence “I passed the test with flying colours” means
a- I was very successful in the test. ✓
2. The sentence “my son is a real bookworm” means
b- My son loves reading books. ✓
F- JOIN THE PAIRS OF SENTENCES WITH THE LINKING WORDS GIVEN (2 PTS)
1- Although she is too young, she can talk about philosophical matters.
2- She goes on a diet so that she can lose weight
G- MATCH EACH EXPRESSION WITH APPROPRIATE FUNCTION (2PTS)

Expressions
1. expressing lack of understanding
2. b. opinion
136
A- REWRITE THE FOLLOWING SENTENCES AS SUGGESTED (03 PTS)
1. Development can’t be achieved without involving the female society.
2. A journalist wanted to know what measures the government would take to combat child
labour.
3. If I had been able to pay for my school expenses, I wouldn’t have dropped out of school.
B- FILL IN THE GAPS WITH THE APPROPRIATE WORDS FROM THE LISTS (02 PTS)
1.. whose
2. pick up
(weren’t) - (have been killed).
D- PUT THE WORDS IN BRACKETS IN THE CORRECT FORM (02 PTS)
1. (law).
2. (strength) - (employment).
3. (signature)
E- FILL IN THE GAPS WITH THE APPROPRIATE WORDS FROM THE LIST (02 PTS)
1. stereotypes.
3. dilemma
E- WHAT DO YOU SAY IN THESE SITUATIONS? (04 Pts)
1. You were not able to do your homework for your English class. (Apologize to your teacher)
You: (Accept any appropriate answer)
2. Your friend: I think I will drop out of school this year.
You: (Give advice) ……………………(Accept any appropriate answer)……………..………….
3. You are in a train compartment and a passenger next to you is listening to loud music from
his cell phone.
You: (Make a polite request) ………………(Accept any appropriate answer)……………..
5. You were unable to attend your friend’s birthday party because you were sick.
You: (express regret) ………………………………(Accept any appropriate answer)…………...
137

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JUMPSTART

Abdenbi El Badri & Mohamed Hadadi

Inspired by their long experience and expertise in English language

As A. El BADRI & M. HADADI promise in their introduction, the book aims

R4 Child maids in Morocco e. Recognizing True-false & 10 117

R5 Youth & Moral values f. Ordering events 12 118

g. Locating word reference

R7 Women empowerment i. Completing Sentences 16 120

R14 Touria Chaoui 30 127

R15 UNICEF 32 128

L1 Vocabulary Vocabulary 37 130

Defining key concepts phrasal verbs

Writing sentences using expressions of

W1 Writing an application email formal email 50

Exam Sections & WeightingCompletion

You will also find in this booklet:

The Comprehension Section of the national exam tests your overall

a. The type of texts used to test your reading comprehension ability;

 Identify the main idea and specific information of the text;

 ANSWER THESE QUESTIONS.

Tackling the different reading tasks effectively is no cake-walk. However, by

A. CHOOSE THE RIGHT ANSWER FROM THE LIST GIVEN. ( 1 PT)

The text is about the story of

C. ANSWER THESE QUESTIONS. (4 PTS)

D. MATCH THE EXPRESSIONS WITH THE RIGHT EXPLANATIONS ACCORDING

E. PUT THE FOLLOWING EVENTS IN THE CORRECT ORDER ACCORDING TO

F. WHAT DO THE UNDERLINED WORDS IN THE TEXT REFER TO? (3 PTS)

In an attempt to draw the Moroccan government‘s

At the age of 24, Salima is already divorced and a

There is still a widespread tradition among many families in remote areas to

I- COMPREHENSION (15 POINTS)

A. ARE THESE SENTENCES TRUE (T) OR FALSE (F)? JUSTIFY. (3 PTS)

B. ANSWER THESE QUESTIONS: (3 PTS)

Causes of underage marriage Consequences

D. COMPLETE THE FOLLOWING SENTENCE WITH INFORMATION FROM THE

E. WHAT DO THE UNDERLINED WORDS IN THE TEXT REFER TO? (3 PTS)

F- FIND IN THE TEXT WORDS THAT MEAN THE SAME AS (2 PTS)

1. approval (paragraph 1): ……………… 2. wife (paragraph 4): …………………

Joe began drinking alcohol when he was 13 years old. "I

I- COMPREHENSION (15 POINTS)

C. ANSWER THESE QUESTIONS (3 PTS)

1. What did Joe do to avoid his parents while being drunk?

D. PUT THE FOLLOWING EVENTS IN THE CORRECT ORDER IN WHICH

a. Joe was admitted to a treatment center.

E. PICK OUT FROM THE TEXT EXPRESSIONS OR PHRASES WHICH SHOW

F. WHAT DO THE UNDERLINED WORDS IN THE TEXT REFER TO? (3

a. The problem of rural girls at school.

B. ARE THESE SENTENCES TRUE OR FALSE? JUSTIFY (3 PTS)

C. ANSWER THESE QUESTIONS (3 PTS)

D. COMPLETE THIS SENTENCE WITH INFORMATION FROM THE TEXT (1

E. WHAT DO THE UNDERLINED WORDS IN THE TEXT REFER TO? (3 PTS)

F. FIND IN THE TEXT WORDS THAT MEAN THE SAME AS (3 PTS)

Adapted from Teen, 1999.

1. Moral values among American students.

B- ARE THESE STATEMENTS TRUE OR FALSE? JUSTIFY (03 PTS)

1. According to the survey, American students do not cheat in exams.

C- ANSWER THESE QUESTIONS ( 04 PTS)

1. Which immoral behaviours does the survey reveal?