2) Storms, Tornados and Hurricanes

There are different types of storms which can occur

anywhere in the world are thunderstorms, tornadoes, and
hurricanes. Each of these thunderstorms can become strong
enough to cause severe damage, property loss, or worse.
The first type is the thunderstorm, which is the most
common kind of storm. Thunderstorms can produce
lightning, thunder, rain, sleet, hail, or even snow.
Thunderstorms form in clouds called thunderheads or
cumulonimbus clouds where the storms cause lightning.
The lightning in turn heats the air and causes a noise called
thunder. Most thunderstorms have heavy rain and high
winds. Thunderstorms can occur anywhere in the world.
A second type of storm which is spun off of violent
thunderstorms is called a tornado. A tornado is a powerful
spinning wind that moves across the ground in a narrow
path. These form when the Earth's surface is very warm and
the warm air rises and gets very strong. This can lead to a
tornado. The air rushes in from all sides at very high
speeds, and the air curves into a spin. As the tornado gets
stronger, a funnel will form and in most cases it will
eventually touch the ground. In the center of a tornado the
wind speeds can reach about 300 miles per hour. The speed
inside the funnel, though, is not the same speed at which
the tornado moves across the ground. The tornado moves at
different speeds and may change directions. Everything in
the path of a tornado can be destroyed. Most tornadoes in
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.the United States take place in the Midwest and in the
South during the early spring or summer. When a tornado
forms over water it is called a waterspout.
The final type of storm is a hurricane. Hurricanes are
very large swirling storms with very low pressure at their
center that form over warm tropical oceans near the
equator. Hurricanes create a large number of thunderstorms
while they are moving across the water and when heading
towards landfall. Some hurricanes may also produce
tornadoes as they move closer to land. In addition, they
cause high waves and widespread flooding in coastal areas.
The weather in the eye of a hurricane is usually calm.
The eye of a hurricane can be anywhere 2 to 200 miles in
diameter. As a hurricane arrives on land they begin to lose
some of their strength but are still very dangerous and can
cause serious damage to property and may cause the loss of
life. The wind flow of hurricanes above the equator is
clockwise, but the wind flow for hurricanes below the
equator are counter-clockwise. Hurricanes may also be
called or referred to as tropical storms, cyclones, or
typhoons.
1) Which of the following type of storm most likely causes the most
damage?

A: Thunderstorm

B: Tornado

C: Hurricane

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 D: None of the above
2) Which of the following storms is the most common?

A: Thunderstorm

B: Tornado

C: Hurricane

D: None of the above

3) Katrina is the name of a

A: Thunderstorm

B: Tornado

C: Hurricane

D: None of the above

4) Which of the following storm may cause a waterspout over the
ocean?

A: Thunderstorm

B: Tornado

C: Hurricane

D: None of the above

5) Which of the following statements is false?

A: In the center of a tornado the wind speeds can

reach about 300 miles per hour.

B: The weather in the eye of a hurricane is usually

calm.

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 C: Most tornadoes in the South during the early
spring or summer

D: Thunderstorms can produce lightning, thunder,

rain, and snow, but not hail.
6) The eye of a hurricane can be anywhere from

A: 2 to 200 miles in diameter

B: 20 to 200 miles in diameter

C: 1 to 2 miles in diameter

D: 100 to 200 miles in diameter

3) Atoms and Molecules

The tiny particles that make up elements are called atoms.
An atom is the smallest unit of an element that retains or keeps
the properties of that element. For example, the atoms that
make up oxygen can never be changed.
The inside of an atom contains three different kinds of
particles as well. They are called protons, neutrons, and
electrons. Surprisingly, atoms are not solid, they are mostly
empty space. There is a tiny, very dense body in the center of
an atom called the nucleus. Inside the nucleus are the protons
and neutrons. The electrons are in the space outside the
nucleus.
A proton carries one unit of positive electric charge.
An electron carries one unit of a negative electric

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charge. Neutrons have no electric charges. The number of
protons in an atom determines what the element is. An oxygen
atom, for example, has eight protons.
The Periodic Table of Elements shows the number of
protons for each element. The element or substance called
sodium has eleven protons. Sodium is a substance when
combined with another substance makes salt. As in all kinds of
matter, the different elements can be a solid, liquid, or gas.
The different kinds of atoms are then joined together to
make a molecule. A molecule is a particle that contains more
than one atom joined together. Basically, atoms come together
in different ways to make molecules, and molecules come
together in different ways to make different kinds of matter.
Water is an example of a molecule made up of different
atoms. The atoms for water include hydrogen and oxygen. It
takes two atoms of hydrogen and one atom of oxygen to make
one molecule of water. This would be an extremely tiny drop of
water a person could not see without a special microscope.
Some elements are made up of single atoms and do not attach
to any other kinds atoms. Neon is an example of an atom that
does not attach to another atom.
However, there are certain atoms that attach to themselves
to make different substances. For example, oxygen is usually
made up of two-atom molecules. But, a three-atom molecule of
oxygen will create ozone. Oxygen and ozone is very different
from each other but both use oxygen atoms to be formed.
Most everyday substances people use are made up of a
combination of different molecules. Table salt is made up of an
element called sodium joined with an element called chloride.

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Sodium chloride is the scientific name for salt. The different
atoms making up sodium and chloride are joined together to
make a new substance and molecule called salt.
Sometimes the use of atoms and molecules can be very
confusing but it sometimes can be thought of as a recipe. In
summary, the particles (or ingredients) that make up
an atom are protons, neutrons, and electrons. Atoms (another
ingredient) are particles joined together in many different
ways and methods to form molecules. Finally, the molecules
(more ingredients) are joined together to make everything on
Earth and in the universe.

1)The smallest unit of an element that retains or

keeps the properties of that element is called

A: A molecule

B: An atom

C: A proton

D: A neutron

2) Which of the following does not have an electrical

charge?

A: Neutron

B: Electron

C: Neuron

D: Proton

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3) The Periodic Table of Elements show the number of
for each element.

A: Neutrons

B: Electrons

C: Atoms

D: Protons

4) How many more protons does sodium have than

oxygen?

A: 8

B: 11

C: 3

D: 1

5) Protons, electrons, and neutrons make up atoms

and atoms make up

A: Substances

B: Matter

C: Molecules

D: Solids

4) Earthquakes and Volcanoes

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 The Earth's crust is constantly moving throughout the world. It
moves in some places more often than in other places. The Earth's
crust moves when blocks of the earth abruptly slip past one
another. This results in an Earthquake. Earthquakes are related to
cracks in the crust called faults.
Faults may have formed from an earlier earthquake or while an
earthquake is occurring. During an earthquake the crust is in
motion on either side or both sides of the fault.
The earthquake vibrations travel through the crust and the farther
people are away from the earthquake the harder it is to feel the
vibrations. The location below where the earthquake starts is called
the hypocenter, and the area directly above it on the surface of the
earth it is called the epicenter.
A seismograph is a device that records the motion at locations all
around the crust. The size of an earthquake is called
its magnitude. There is one magnitude for each earthquake that
takes place. The lower the magnitude of an earthquake the less
damage is done to a town or city. Large earthquakes can destroy
entire towns and cities. Earthquakes in the United States are more
likely to occur along the West Coast, but they can also occur in the
Midwest and along the East Coast.
An underwater earthquake can cause a tsunami. A tsunami is a
large ocean wave which can reach the coastlines and cause major
damage and flooding. Earthquakes may also be the cause of some
volcanoes to become active and erupt.
A volcano is a rupture on the crust of the Earth that allows hot
lava, volcanic ash, and gases to escape from a magma chamber
below the surface. The hot molten rock deep below Earth's surface
is called magma and it rises upward. If the magma reaches the

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surface of the Earth it may flow out as lava, or it is hurled out
when the volcano erupts. Magma is liquid rock inside the volcano;
lava is liquid rock on the outside of the volcano.
Scientists have classified volcanoes into three main categories:
active, dormant, and extinct. With an active volcano there is the
possibility the volcano will erupt, and most likely recently erupted.
A dormant volcano is a volcano is one that has not erupted in a
very long time but there is possibility that it may erupt sometime in
the future. The third type, the extinct volcano, is one that erupted
thousands of years ago and there is no possibility of another
eruption.
The Earth is home to approximately 1500 volcanoes which are
considered active, and about 100 of those are under the oceans.
Many active volcanoes in the United States are found in Hawaii,
California, Alaska, Oregon, and Washington. Erupting volcanos
have been known to wipe out entire forests, trigger tsunamis, flash
floods, earthquakes, mudflows, avalanches, mudslides, and rock
falls. However, volcanos that erupt can also create new islands
once the hot lava cools off, especially those near the coast or below
the ocean's surface.
In summary, an earthquake caused by a fault in the earth's crust,
and a volcano, caused by a rupture on the crust of the Earth, are
related to each other and both can cause major damage and
destruction. An earthquake can also cause a tsunami, which is a
giant ocean wave. There are three types of volcanos: active,
dormant, and extinct. Earthquakes and volcanos are both
considered natural disasters.
1) An earthquake is caused by which of the following?

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 A: The Earth's crust moves when blocks of the earth abruptly slip
past one another along a fault.

B: The Earth's crust moves suddenly and slip out of place along a
fault.

C: It is caused by an area where an earthquake may have

occurred in the past.

D: None of the above

2) Which of the following is a crack in the Earth's crust?

A: Magma

B: Fault

C: Epicenter

D: Lava

3) Which of the following measures the size of an earthquake?

A: Seismograph

B: Tachometer

C: Thermometer

D: Magnigraph

4) Which of the following statements is not true?

A: An underwater earthquake can cause a tsunami.

B: The hot molten rock deep below Earth's surface is called

magma.

C: A volcano is a rupture on the crust of the Earth.

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 D: Earthquakes in the United States are more likely to occur along
the East Coast.

5) The three main categories of are active, dormant,

and extinct.

A: Tsunamis

B: Earthquakes

C: Volcanos

D: Lava

6) Which of the following cannot be caused by a volcano?

A: Mudslides and mudflows

B: Landslides and avalanches

C: Tsunamis and floods

D: Cyclones and hurricanes

5) Atmosphere and Air Temperature

The Earth's atmosphere is the area between the Earth's surface and the edge
of space. It acts as a thin blanket between the sun and the Earth. The heat
from the sun has an effect on the temperature of the air. The heat from the
sun is transmitted through the atmosphere and the Earth's surface becomes
heated. The sun warms the Earth throughout the year but at different
temperatures due to several variables.
The air temperature of an area, whether cold or hot depends upon the angle
at which the Earth is tilted, and will affect the amount of heat an area of the

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 C: Transpiration

D: Humidity

7) Living and non-living things

The world is made up of many different things. Some of the things are living
and others are non-living. A dog, swing set, car, tree, flowers, and a book are
some of the things that make up the world.
There are two different kinds of things in the world. One kind is called living
things. Living things eat, breathe, grow, move, reproduce and have senses.
The other kind is called nonliving things. Nonliving things do not eat,
breathe, grow, move and reproduce. They do not have senses.
An example of a living thing in the world is a dog. A dog is an animal, and
dogs need food, water, space, and shelter. The dog is a living thing. A tree or

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flower is a plant, and trees and flowers need air, nutrients, water, and
sunlight. A flower and tree are also living things. Plants are living things and
they need air, nutrients, water, and sunlight. Other living things are animals,
and they need food, water, space, and shelter. A dog eats food, breathes in
air, and grows from a puppy to a dog. A dog reproduces. Reproduce means
to make one of its own kind. A dog also has senses. Senses are seeing,
hearing, smelling, tasting, and feeling.
Other living things include people, cats, rabbits, bugs, lions, and many
others. There are many different kinds of plants, too. Plants can include
dandelions, grass, corn, tomatoes and much more.
Non-living things include things that do not need food, eat, reproduce, or
breathe. A car does not eat or grow. It does not move unless a person is
driving it. It does not need air to breathe and it has no sense. It is a non-
living thing. A swing set does not use food. A book does not move. The
swing set and book do not grow and they do not need air to breathe. They
are non-living things. Nonliving things do not need air, food, nutrients,
water, sunlight, or shelter. Other non-living things in the world include
pencils, rocks, footballs, toys, hats, and many others.
One more example of a living thing is a bird. A bird eats seeds or worms. It
breathes in air. It comes from an egg and grows. It moves by flying. It lays
eggs and reproduces. It smells and sees because it has senses. A bird is a
living thing.
One more example of a non-living things is a ball. A ball does not eat
anything. It does not need to breathe. It never grows. It never moves unless a
person throws or rolls it. The ball does not reproduce. It cannot hear or feel
and it has no senses. A ball is a non-living thing.
In summary, everything in the world is a living thing or a non-living thing.
Living things can be plants which need air, water, nutrients, and sunlight.
Living things can be animals which need food, water, space, and shelter.
There are living things and nonliving things everywhere. Living things eat,
breathe, grow, move, reproduce and have senses. Reproduce means to make

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one of its own kind. The senses are seeing, hearing, smelling, tasting, and
feeling. Nonliving things do not eat, breathe, grow, move and reproduce.
They do not have senses. A dog and tree are living things. A book and a car
are nonliving things.

1) Which of the following is an example of a living thing?

A: Worm

B: House

C: Baseball

D: Car

2) A living thing eats, grow, moves, reproduces and has

A: Size

B: Water

C: Senses

D: Skin

3) A living thing does all of the following EXCEPT:

A: Eats

B: Grows

C: Moves

D: Lives forever

4) Which of the following is an example of a non-living thing?

A: Bird

B: Ball

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 C: Cat

D: Dog

5) Which of the following best defines reproduce?

A: To eat food to stay alive

B: Breathing in air

C: To move back and forth

D: To make one of its own kind

8) The Human Heart

The human heart is an amazing organ of the human body.
The heart is an organ which pumps life-giving blood throughout
the body. It works together with blood and blood vessels to supply
all of the needs of the cells.
The circulatory system of the body makes up the heart, blood and
blood vessels. Blood vessels are tubes which carry the
blood. Blood carries oxygen and food to the cells of the body. The
blood then returns to the heart.
The heart is located in the middle of the chest and slightly to the
left. It is divided into two halves and has two hollow spaces or
chambers. The blood enters the atria, which is the upper chamber
and is then pumped to the ventricles, two lower chambers. Blood
from the ventricles goes to the lungs and to every cell in the body.
A valve in each ventricle stops the blood from flowing backwards.
An artery is a blood vessel which carries blood away from the
heart. A main artery may be as thick as a thumb.

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Blood is made up of red cells, white cells and platelets floating in a
fluid called plasma. Plasma is a liquid and can easily pass through
small blood vessels into cells and makes up over one-half of the
blood. The plasma carries nutrients (food) from the stomach to be
used as fuel for energy. Plasma also helps keep the body warm.
The blood then returns to the heart through blood vessels
called veins. The veins on the skin, may look blue, especially on
the hands and arms. The walls of a vein are much thinner than
those of an artery. Two large veins bring the blood back to the
heart. One comes from the brain and the chest. The other comes
from the stomach and lower body.
Blood doesn't flow at the same speed through all of the body. As it
gets farther away from the heart, it slows down. It goes slowly
when the red blood cells carrying the food and oxygen squeeze
through into the cells.
The heart beats or pumps every second of the day or night. It beats
or pumps 100,000 times a day, every day of a person's life. Every
time a heart beats or pumps out a stream of blood, this beat, called
a pulse, can be felt on the inside of the wrist. The pulse rate in an
adult is between sixty and one hundred beats per minute.
Children's pulse rates range from ninety to one hundred twenty
beats per minute.
In summary, the circulatory system which includes the heart, blood
vessels and blood, work together to supply the cells with all the
food and oxygen a body needs to maintain life. Blood is made up
of red cells, white cells and platelets floating in a fluid called
plasma. Arteries carry blood away from the heart, and veins carry
the blood back to the heart. The heart beats thousands of times a
day, every day. It beats much faster in children. The human heart is
an amazing organ which is part of a system of many veins, arteries,
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and vessels which moves blood throughout the body keeping
humans alive.
1) What is the main purpose of the heart?

A: It keeps the body warm.

B: It helps the body produce plasma.

C: It sends nutrients through the blood to all parts of the

body.

D: All of the above

2) What is the name of the blood vessel which carries blood

away from the heart?

A: Artery

B: Vein

C: Valve

D: Atrium

3) Which of the following is not true?

A: The heart beats every minute of the day.

B: Blood flows at the same speed through all of the body.

C: The heart is located a little to the left of the center of the

chest.

D: Veins carry blood back to the heart.

4) What do veins look like through our skin?

A: They are slightly pink.

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 B: They are big and bulgy.

C: They are blue.

D: They are gray.

5) What is an average pulse rate for a child?

A: Seventy to one hundred beats per minute

B: Twenty to fifty beats per minute

C: Ninety to one hundred twenty beats per minute

D: Fifty to seventy five beats per minute

6) What makes up over one-half of our blood?

A: Plasma

B: Red blood cells

C: Veins

D: Arteries

9) Bones
Bones support the human body. They are the structure on which the skin
hangs. Without bones the body would collapse. A person could not walk or
run. Bones provide both support and protection for parts of the body.

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 23) Botany
Botany, the study of plants, occupies a peculiar position in the
history of human knowledge. For many thousands of years it
was the one field of awareness about which humans had
anything more than the vaguest of insights. It is impossible to
know today just what our Stone Age ancestors knew about
plants, but from what we can observe of pre-industrial
societies that still exist, a detailed learning of plants and their
properties must be extremely ancient. This is logical. Plants
are the basis of the food pyramid for all living things, even for
other plants. They have always been enormously important to
the welfare of peoples, not only for food, but also for clothing,
weapons, tools, dyes: medicines, shelter, and a great many
other purposes. Tribes living today in the jungles of the
Amazon recognize literally hundreds of plants and know many
properties of each. To them botany, as such, has no name and
is probably not even recognized as a special branch of
"Knowledge at all.

Unfortunately, the more industrialized we become the farther

away we move from direct contact with plants, and the less
distinct our knowledge of botany grows. Yet everyone comes
unconsciously on an amazing amount of botanical knowledge,
and few people will fail to recognize a rose, an apple, or an
orchid. When our Neolithic ancestors, living in the Middle
East about 10,000 years ago, discovered that certain grasses
could be harvested and their seeds planted for richer yields the
next season, the first great step in a new association of plants
and humans was taken. Grains were discovered and from them
flowed the marvel of agriculture: cultivated crops. From then

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on, humans would increasingly take their living from the
controlled production of a few plants, rather than getting a
little here and a little there from many varieties that grew wild
– and the accumulated knowledge' of tens of thousands of
years of experience and intimacy with plants in the wild would
begin to fade away.

1. Which of the following assumptions about early humans

is expressed in the passage?
(A) They probably had extensive knowledge of plants.
(B) They thought there was no need to cultivate crops.
(C) They did not enjoy the study of botany.
(D) They placed great importance on the ownership of
property.

2. What does the comment "This is logical" in line 6 mean?

(A) There is no clear way to determine the extent of our
ancestor’s knowledge of plants.
(B) It is not surprising that early humans had a detailed
knowledge of plants.
(C) It is reasonable to assume that our ancestors
behaved very much like people in preindustrial
societies.
(D) Human knowledge of plants is well organized and
very detailed.

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 3. According to the passage, why has general knowledge of
botany begun to fade?
(A) People no longer value plants as a useful resource.
(B) Botany is not recognized as a special branch of
science.
(C) Research is unable to keep up with the increasing
numbers of plants.
(D) Direct contact with a variety of plants has
decreased.

4. In line 16, what is the author’s purpose in mentioning "a

rose, an apple, or an orchid"?
(A) To make the passage more poetic
(B) To cite examples of plants that are attractive
(C) To give botanical examples that all readers will
recognize
(D) To illustrate the diversity of botanical life

5. According to the passage, what was the first great step

toward the practice of agriculture?
(A) The invention of agricultural implements and
machinery
(B) The development of a system of names for plants
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 (C) The discovery of grasses that could be harvested and
replanted
(D) The changing diets of early humans

6. The relationship between botany and agriculture is

similar to the relationship between zoology (the study of
animals) and
(A) deer hunting (B) bird watching
(C) sheep raising (D) horseback riding

7. In which lines in the passage does the author describe the

beneficial properties that plants have for humans?
(A) Lines 1-2 (B) Lines 7-9
(C) Lines 11-1 (D) Lines 14-16

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 24) Oysters

In the past oysters were raised in much the same way as

dirt farmers raised tomatoes – by transplanting them.
First, farmers selected the oyster bed, cleared the
bottom of old shells and other debris, then scattered
clean shells about. Next, they" planted" fertilized oyster
eggs, which within two or three weeks hatched into
larvae. The larvae drifted until they attached
themselves to the clean shells on the bottom. There
they remained and in time grew into baby oysters called
seed or spat. The spat grew larger by drawing in
seawater from which they derived microscopic particles
of food. Before long farmers gathered the baby oysters
transplanted them in other waters to speed up their
growth, then transplanted them once more into another
body of water to fatten them up.
Until recently; the supply of wild oysters and those
crudely farmed were more than enough to satisfy
people's needs. But today the delectable seafood is no
longer available in abundance. The problem has
become so serious that some oyster beds have vanished
entirely.

Fortunately, as far back as the early 1900's marine

biologists realized that if new measures were not taken,

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oysters would become extinct or at best a luxury food.
So they set up well equipped hatcheries and went to
work. But they did not have the proper equipment or
the skill to handle the eggs. They did not know when,
what, and how to feed the larvae. And they knew little
about the predators that attack and eat baby oysters by
the millions. They failed, but they doggedly kept at it.
Finally, in the 1940's a significant breakthrough was
made.

The marine biologists discovered that by raising the

temperature of the water, they could induce oysters to
spawn not only in the summer but also in the fall,
winter, and spring. Later they developed a technique
for feeding the larvae and rearing them to spat. Going
still further, they succeeded in breeding new strains that
were resistant to diseases, grew faster and larger, and
flourished in water of different salinities and
temperatures. In addition, the cultivated oysters tasted
better.
1. Which of the following would be the best title for the
passage?
(A) The Threatened Extinction of Marine Life
(B) The Cultivation of Oysters
(C) The Discoveries Made by Marine Biologists

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 (D) The Varieties of Wild Oysters

2. In the first paragraph, the production of oysters is

compared to what other industry?
(A) Mining B) Fishing
C) Banking D) Farming
3. In the passage, which of the following is NOT
mentioned as a stage of an oyster's life?
(A) Debris B) Egg C) Larvae D) Spat
4. When did scientists discover that oysters were in
danger?
(A) In the early part of the 19th century
(B) At the beginning of this century
(C) In the 1940's
(D) Just recently
5. According to the passage, which of the following
words best describes the efforts of the marine biologists
working with oysters?
(A) Persistent (B) Intermittent
(C) Traditional (D) Fruitless

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 6. In the passage, the author mentions that the new
strains of oyster are
(A) cheaper (B) shaped differently
(C) better textured (D) healthier

7. In what paragraph does the author describe successful

methods for increasing the oyster population?
(A) First (B) Second
(C) Third (D) Fourth

8. Which of the following best describes the organization

of the passage?
(A) Step by step description of the evolution of
marine biology
(B) Discussion of chronological events concerning
oyster production
(C) Random presentation of facts about oysters
(D) Description of oyster production at different
geographic locations

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 25) Hormones

Without regular supplies of some hormones

our capacity to behave would be seriously
impaired; without others we would soon die.
Tiny amounts of some hormones can modify our
moods and our actions, our inclination to eat or
drink, our aggressiveness or submissiveness and
our reproduction and parental behavior. And
hormones do more than influence adult behavior;
early in life they help to determine the
development of bodily form and may even
determine an individual's behavior capacities.
Later in life the changing outputs of some
endocrine glands and the body's changing
sensitivity to some hormones are essential
aspects of the phenomena of aging.

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 Communication within the body and the
consequent integration of behavior were
considered the exclusive province of the nervous
system up to the beginning of the present
century. The emergence of endocrinology as a
separate discipline can probably be traced to the
experiments of Bayliss and Starling on the
hormone secreting. This substance is secreted
from cells in the intestinal walls when food
enters the stomach: it travels through the
bloodstream and stimulates the pancreas to
liberate pancreatic juice, which aids in digestion.
By showing that special cells secrete chemical
agents that are conveyed by the bloodstream and
regulate distant target organs or tissues, Bayliss
and Starling demonstrated that chemical
integration can occur without participation of the
nervous system.

The term "hormone" was first used with

reference to secreting. Starling derived the term
from the Greek ―hormon‖, meaning "to excite or
set in motion." The term "endocrine" was
introduced shortly thereafter. "Endocrine" is used
to refer to glands that secrete products into the
bloodstream. The term "endocrine" contrasts
with "exocrine," which is applied to glands that

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 secrete their products through ducts to the site of
action. Examples of exocrine glands are the tear
glands, the sweat glands, and the pancreas, which
secretes pancreatic juice through a duct into the
intestine. Exocrine glands are also called duct
glands, while endocrine glands are called
ductless.

1. What is the author' s main purpose in the passage?

(A) To explain the specific functions of various
hormones
(B) To provide general information about hormones
(C) To explain how the term "hormone" evolved
(D) To report on experiments in endocrinology

2. Which of the following is NOT mentioned as an effect

of hormones?
(A) Modification of behavior
(B) Sensitivity to hunger and thirst
(C) Aggressive feelings
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 (D) Maintenance of blood pressure

3. The passage supports which of the following

conclusions?
(A) The human body requires large amounts of most
hormones.
(B) Synthetic hormones can replace a person's
natural supply of hormones if necessary.
(C) The quantity of hormones produced and their
effects on the body are related to a person's age.
(D) The short child of tall parents very likely had a
hormone deficiency early in life.

4. It can be inferred from the passage that, before the

Bayliss and Starling experiments, most people believed
that chemical integration occurred only
(A) during sleep
(B) in the endocrine glands
(C) under control of the nervous system
(D) during strenuous exercise

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 5. In line 14, the word "liberate" could best be replaced
by which of the following?
(A) Emancipate (B) Discharge
(C) Surrender (D) Save

6. According to the passage, another term for exocrine

glands is
(A) duct glands (B) endocrine glands
(C) ductless glands (D) intestinal glands
62) Plant Life

George Washington Carver showed that plant life was

more than just food for animals and humans. Carver's
first step was to analyze plant parts to find out what
they were made of. He then combined these' simpler
isolated substances with other substances to create new
products.
The branch of chemistry that studies and finds ways to
use raw materials from farm products to make
industrial products is called chemurgy. Carver was one
of the first and greatest chemurgists of all time. Today
the science of chemurgy is better known as the science
of synthetics. Each day people depend on and use

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synthetic materials made from raw materials. All his
life Carver battled against the disposal of waste
materials and warned of the growing need to develop
substitutes for the natural substances being used up by
humans.
Carver never cared about getting credit for the new
products he created. He never tried to patent his
discoveries or get wealthy from them. He turned down
many offers to leave Tuskegee Institute to become a
rich scientist in private industry. Thomas Edison,
inventor of the electric light, offered him a laboratory
in Detroit to carry out food research. When the United
States government made him a collaborator in the
Mycology and Plant Disease Survey of the Department
of Agriculture, he accepted the position with the
understanding that he wouldn't have to leave Tuskegee.
An authority on plant diseases-especially of the fungus
variety- sent hundreds of specimens to the United
States Department of Agriculture. At the peak of his
career. Carver's fame and influence were known on
every continent.
1. With what topic is the passage mainly concerned?
(A) The work and career of George Washington
Carver
(B) The research conducted at Tuskegee Institute
(C) The progress of the science of synthetics
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 (D) The use of plants as a source of nutrition

2. In line 2, the word "step" could best be replaced by

(A) footprint (B) action (C) scale (D) stair

3. According to the passage, chemurgy can be defined

as the
(A) combination of chemistry and metallurgy
(B) research on chemistry of the soil
(C) study of the relationship between sunlight and
energy
(D) development of industrial products from farm
products

4. Why does the author mention Thomas Edison S

offer to Carver?
(A) To illustrate one of Carver’s many opportunities
(B) To portray the wealth of one of Carver's
competitors
(C) To contrast Edison’s contribution with that of
Carver

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 (D) To describe Carver’s dependence on industrial
support

5. Which of the following is NOT discussed in

the passage as work done by Carver?
(A) Research on electricity
(B) Analysis of plant parts
(C) Invention of new products
(D) Research on plant diseases

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Dr.W.,E.,S
27) SAVING THE ELEPHANTS

A few thousand years ago, there were many different

kinds of elephants roaming the earth throughout Africa,
Asia, and even North America. Today all but two species
are extinct.
What made them disappear everywhere but in Africa
and Asia? Great changes in climate, perhaps. Experts do
not know for sure. But they do know what dangers the
elephants face today. People are competing with the
elephants for land and are shooting the elephants who
invade their farms. And people have long hunted
elephants for ivory.
In some African and Asian nations it is now illegal to
shoot elephants or to trade in ivory. But there are still
people who hunt illegally and smuggle ivory.
Young people in African wildlife clubs are urging
stricter enforcement of the laws and are also asking that
more land be set aside for wildlife.
But how much land is enough for a herd of elephants?
Some of Africa’s young people want to help find out. To
do this they will study Wildlife Management and then go
out to the savanna to see if their ideas work. Let’s hope
that these young scientists succeed, so there will still be
elephants tomorrow.

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Dr.W.,E.,S
 A. COMPREHENSION
1. On what continents do elephants live today?
2. What dangers do elephants face today?
3. What two things are wildlife clubs asking to be
done to help protect elephants?
4. How will people decide what amount of land is
necessary for a herd of elephants to live on?

B. VOCABULARY
Find the word that matches the meaning. The words are
underlined in the story.
1. harsh or severe
2. against the law
3. wander
4. to achieve something
5. fight or battle
6. died out or vanished
7. to take something in or out of a place illegally or
secretly

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Dr.W.,E.,S
28) HEADACHES
For centuries mankind has suffered from headaches. In
this time doctors and scientists have tried to discover the
cause of headaches and a cure for them. Yet even today
medicine does not have many answers. It is true that
there are more drugs and medicines that can relieve the
pains, but this is not enough. We cannot solve the
problem of headaches until we know the cause—or
causes, for there is not just one reason for pains in the
head. Aspirin is widely used but there are problems in
taking this drug; it is not the harmless white tablet that
some people think.
There are many kinds of headache. The most common
is migraine. This affects only one side of the head and,
for some unknown reason, attacks mostly women. It
appears to run in families.
Men can be attacked by migraine, of course, but in men
the most common form of headache is the cluster pain.
This may attack a person for a few hours or a few days,
but then it goes away and may not return for many
months, or even years. The pain of cluster headaches is
so severe that the sufferer may cry out in pain and walk
restlessly up and down, unable to concentrate on work,
study or pleasure.

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 What is the cause of headaches? Most medical experts
agree that it is caused by blood vessels in the brain
becoming too full of blood. Then a substance called
neurokinin appears; this is a chemical that produces pain.
Therefore, treatment is usually to reduce the amount of
blood and of neurokinin. However, many questions
remain without answers and the problems of headaches
remain as a challenge to medical science.

A. COMPREHENSION
1. Name two different kinds of headache.
2. What is neurokinin?
3. What is a possible cause of headaches?
4. Is there a cure for headaches?
5. Name 3 things a person suffering from a cluster
headache might do.
B. VOCABULARY
Find the word that matches the meaning. The words are
underlined in the story.
1. matter or material
2. reduce the pain or trouble
3. set upon to hurt

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Dr.W.,E.,S
 4. to have pain, grief, or injury
5. something that requires a lot of effort
6. strict, stern, or harsh
7. to a wide extent

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Dr.W.,E.,S
Guiding rules for Translation of Passages

• Read the passage two or three times.

• Understand the meaning of the passage.

• Translate into the Arabic or English language

coherently.

• Write a rough draft first and then a final draft

1. Trees are useful to us. They give us timber and firewood. The

timber is used to make chairs, tables and other furniture. We get

oil from the oil seeds of some trees. The leaves and fruits of some

trees are used to prepare medicines.

2. Food is essential for all living beings. Without food man cannot

live long. Every man has to eat a certain quantity of food. If he

| P a g e 119

Dr.W.,E.,S
 eats less than that quantity, his health will fail and he will fall ill.

So every man has to eat enough food to live.

3. Electricity gives us comfort and happiness. The fans that run by

electricity give as cool air. The washing machine and the grinders

are very useful to women. Electricity runs factories. The electric

lamps give brighter light than the old kerosene lamp.

4. Television is one of the wonders of modern science. Many useful

programmes on education, health and agriculture are telecasted.

Interesting plays and films are shown at regular intervals. It is

used for commercial advertisement. It was invented by John

Baird.

5. The crow is a common bird found in our country. It eats all kinds

of waste food materials thrown out of the house. It also eats rats

and decayed things found in the street. The crow removes all bad

smelling things by eating them. So it is called the scavenger of the

sky.

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Dr.W.,E.,S
 6. Africa is the home of rhinoceros. They also live in India. He is the

big, ugly animal with two horns on his snout. It is not made of

bone but of pressed hair. However it is solid enough to with stand

blows against hard objects. But the horn has a weakness. If a

bullet hits it the rhino falls down stunned.

7. Hundreds of years ago, scientists studied the human brain. They

wanted to find out if everyone’s brain is the same size.

They discovered that the human brain is about two percent of the

body’s weight.

8. Science has told us much about the human brain, but there is a

lot of its hidden secrets which have not been discovered yet.

9. Butterflies are some of the most interesting insects on the planet

Earth. There are more than seventeen thousand different kinds

of butterflies! Butterflies come in all shapes and sizes.

10. The magnificent redwood trees are some of the largest trees

in the world! They are found mostly in Northern California

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Dr.W.,E.,S
 where cool temperatures, misty rains, and dense fog allow them

to grow.

11. People from all over the world like the taste of chocolate.

Chocolate is a refreshment that many people enjoy as a dessert

or snack. Some people like dark chocolate and some people like

light chocolate. Some people like plain chocolate and others like

nuts or cream inside.

12. People must eat a variety of foods in order to be healthy.

Adults and kids need to eat vegetables so they can get the

important vitamins and minerals that vegetables contain. Kids

need to eat foods that contain the mineral calcium for strong

bones and healthy bones and teeth. Bright colored vegetables

contain lots of vitamins and minerals. Red and yellow peppers,

carrots, and tomatoes are good for keeping the heart healthy.

13) Rainbows are beautiful rays of color. Even though the sunlight looks
white or yellow, it is really made up of different colors...red, orange,
yellow, green, blue, indigo, and violet. The sun makes rainbows when
white sunlight passes through rain drops. The raindrops then act like
tiny prisms. They bend the different colors in white light, so the light
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Dr.W.,E.,S
 ‫‪ .;8‬ﻛﯿﻔﯿﺔ اﻟﻌﻨﺎﯾﺔ ﺑﻨﺒﺎﺗﺎت اﻟﻈﻞ‬

‫ﻣﻌرﻓﺗﮭﺎ و ﺗذﻛرھﺎ‬ ‫ﻧﺑﺎﺗﺎت ال ل ٌ◌ﺟ‬ ‫ھﻧﺎك اﺣﺗٌﺎﺟﺎت أﺳﺎ ٌﺳﺔ ﻟﻧﺟﺎح ﻧﻣو‬
‫ك‬

‫اﻟﻛﺎﻓﻰ و اﻟﮭواء‬ ‫اﻟﺳﻠٌم و اﻟﺿوء‬ ‫اﻟﻣﻧﺎﺳك و اﻟرى‬ ‫ﻓﺎﻟﺗرﺑﺔ اﻟ ٌﺟدة و اإﻟﻧﺎء‬

‫اﻟﻧﻘﻰ ودرﺟﺔ اﻟﺣرارة و ﻧﺳﺑﺔ اﻟر وﺑﺔ ﻛﻠﮭﺎ ﻋواﻣل ھﺎﻣ ٌ◌ﺟك ﻣراﻋﺎﺗﮭﺎ ﻋﻠﻰ‬
‫ة‬

‫ٌ‬
‫ﻓﺎﻟزادة ﻓﻰ ٌﻣﺎه اﻟرى ﻣﺛﺎل أو أﺷﻌﺔ‬ ‫ﻣت ﻟﺑﺎﺗﮫ ‪...‬‬ ‫ﻧﺑﺎت ﺣﺳك‬ ‫أن ٌ◌ﻋﺎﻣل ﻛل‬

‫ﺑﺎﻟﻧﺑﺎت‪ .‬ﻛﻣﺎ‬ ‫ﺗﺈدى إ ًل اإﻟﺿرار‬ ‫و ٌ‬

‫اﻟزادة ﻓﻰ اﻟﺳﻣﺎد ﻛﻠﮭﺎ ﻗد‬ ‫اﻟﻣﺑﺎﺷرة‬ ‫اﻟﺷﻣﻖ‬

‫اﻟﺷﺗﺎء ٌﺣث ال ٌ◌ﺣﺗﺎج‬ ‫ﺗﻛون ﻓﻰ‬ ‫ﻟﻠﻧﺑﺎت‬ ‫ٌ◌ﺟك اﻟﺗذﻛر داﺋﻣﺎ إن ھﻧﺎك ﻓﺗرة راﺣﺔ‬

‫ﺑﺎﻟﻧﺑﺎت‬ ‫ٌ◌ﺟك اﻟﻌﻧﺎٌة‬ ‫اﻟﻧﺑﺎت اال ﻟﻘﻠٌل ﻣن اﻟ ٌﻣﺎه و اﻟﺳﻣﺎد و ھﻧﺎك ﻓﺗرة‬
‫ٌزادة‬

‫ٌ◌و ٌﻣﺎ‬ ‫اﻟﺧرن ﻓٌﺟك‬

‫ﺻن و ٌ‬
‫و اﻟ ٌ‬ ‫اﻟﻧﻣو اى ﻓﻰ اﻟرﺑٌﻊ‬ ‫ھﻰ ﻓﺻوﻟﻰ‬ ‫ﻓٌﮭﺎ و‬
‫أن‬

‫اﻟﻣرض ﻓٌﮭﺎ و ﻣﻌﺎﻟﺟﺗﮫ ﻓﺷﻛل‬

‫ٌ‬ ‫اﻟﺗرﺑﺔ و ٌ◌ﺟك ﻣراﻗﺑﺔ اأﻟورا ﻟﻣﺎﻟﺢ ة‬ ‫ﺗﺟﻖ‬

‫ﺷواﺋك ﻗد‬ ‫اﻟﻧﺑﺎت ﻓﻰ ﺣﺎﻟﺔ ﺻ ٌﺣﺔ ٌﺟدة أو أن ﺑﮫ‬ ‫اأﻟورا ٌ◌د ﻋﻠﻰ ﻣﺎ إذا ﻛﺎن‬
‫ل‬

‫اﻟﻛﺎﻓﻰ أو ٌزادة ﻓﻰ اﻟرى أو اﻟﺿوء ٌﻏر اﻟﻣﻧﺎﺳك أو‬ ‫اﻟﺳﺑك ﻋدم اﻟرى‬ ‫ٌ◌ﻛون‬
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‫‪Dr.W.,E.,S‬‬
 ‫ﻏر ﻛﺎﻓٌﺔ ‪.‬‬
‫ر وﺑﺔ ٌ‬

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‫ﺗﺧﺗص‬ ‫ﻓﮫً ل ة ﻋﺎﻟ ٌﻣﺔ ال‬ ‫اإﻟﻧﺟﻠٌ ٌزة ﻣﮭﻣﺔ ًف ﻛل دول اﻟﻌﺎﻟم‬ ‫‪ .31‬ﺑﺎﺗت اﻟل ة‬

‫اأﻟوﻟﻰ ﺑٌن‬ ‫اﻟﺗواﺻل‬ ‫ﻓﮫً ل ة‬ ‫ﻋﻠ ًم دون ٌ‬

‫ﻏره‬ ‫ﺑﻖ ر دون آﺧر وال ﺑﻣﺟﺎل‬

‫اﻟﺑس ٌ◌ﺗﺑٌن‬
‫ٌ‬ ‫اﻟﺑﻠدان واﻟدول ﻟذا ﻓﻣن ﺧﺎﻟل ھذ اﻟﻌرض‬ ‫ًف ﻛﺎﻓﺔ‬ ‫ﺟ ٌﻣﻊ اﻟﻧﺎق‬
‫ا‬

‫ٌ◌ ٌرد ٌ◌ﻟﺗﺣﻖ ﺑرﻛك اﻟﻌﻠم‬ ‫ﻟﻧﺎ أھ ٌﻣ ھذ اﻟل ة وﺿرورة ﺗﻌﻠﻣﮭﺎ ﻋﻠﻰ ﻛل ﻓرد‬
‫أن‬ ‫ة ه‬

‫ﺣﻘٌﻘٌﺔ‪ ،‬ﻟذا ﻓٌﺟك أن‬ ‫هً ﺿرورة‬ ‫ﻛﻣﺎﻟٌﺔ ﺑل‬ ‫ﻓﮫً ال ت دو ﺗرﻓﺎل وال‬ ‫واﻟﺗﻌﻠٌم‬

‫ﻧﺗﺎﺋﺞ ﻛﺛٌرة ﻟﻌل أوﻟﮭﺎ ﻧﺷر‬ ‫ﻟﺗﺣﻘٌﻖ‬ ‫اﻟﻌرﺑٌﺔ‬ ‫اﻟﺑﺎﻟد‬ ‫وﺧﺻوﺻﺎل ًف‬ ‫ﻧﺈﻛد ﻋﻠٌﮭﺎ‬

‫واﻟﺷﻌوك ﺣﺗﻰ ٌ‬
‫ﻧزل ﻋﻧﮭم‬ ‫ﺻ ٌﺣﺣﺎل ًف ﻛﺎﻓﺔ اأﻟﻣم‬ ‫اإﻟﺳﺎﻟ ٌﻣﺔ ﻧﺷرال‬ ‫ﺛﻘﺎﻓﺗﻧﺎ‬

‫ال ﻣوض واﻟﻠﺑﻖ‪.‬‬

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‫ﻋن ﺗراث ﺗراﻛ ًم ٌ◌ﻋﺗﻣ‬ ‫ﺗﺎرخ ٌول ﻧﺎﺗﺞ‬
‫ٌ‬ ‫اﻟت و ًع ﻣﻧذ‬ ‫ﻋرﻓت ﻣﺻر اﻟﻌﻣل‬
‫د‬
‫اأﻟﮭﻠٌﺔ ًف ﻣﺻر أﻛﺛر ﻣن‬ ‫وﺗﺿم ﺷﺑﻛﺔ اﻟﺟﻣﻌٌﺎت‬ ‫ﻋﻠﻰ ﻣﻔﮭوم "اﻟ ٌﺧر"‪،‬‬
‫‪43444‬اﻟن‬

‫اﻟﺗﻌﻠٌم واﻟﺛﻘﺎﻓﺔ واأﻟﻌﻣﺎل اﻟ ٌﺧ ٌرة واﻟﺧد ٌﻣﺔ‬ ‫ﻣﺗﺑﺎٌﻧﺔ ًف‬ ‫ﺟﻣﻌٌﺔ ﺗﻣﺎرق أﻧش ة‬
‫اأﻟﮭﻠٌﺔ ٌ‬
‫ﺷرك ھﺎ ال ٌ◌ﻣﻛ إﻏﻔﺎﻟﮫ‬ ‫ﻏرھﺎ ﻣن ﻣﻧﺎ ًح اﻟ ٌﺣﺎة‪ .‬ﺗُﻌد اﻟﺟﻣﻌٌﺎت‬
‫و ٌ‬
‫ن‬ ‫م‬
‫ل ﻛﻣﺎ‬ ‫واﻟﺗﻘدم‪ ،‬ﻟذا ﻓﻘد أﻓﺳﺣت اﻟدوﻟﺔ ﻣﺟﺎل ﻛﺑٌر‬ ‫اﻟﺗﻧ ٌﻣﺔ‬ ‫ًف ٌرق‬
‫ھورھﺎ‪،‬‬
‫ﻟﺗﺑﺎﺷر ﻋﻣﻠﮭﺎ ﺑﻛل‬ ‫اﻟﻘﺎﻧوﻧٌﺔ اﻟﻣﺗﺎﺣﺔ‬ ‫ﻗدﻣت ﻟﮭﺎ ﻛل ﺳﺑل اﻟدﻋم اﻟﻣﺎدي واﻟﺣﻣﺎٌة‬
‫ﺣرة‪.‬‬
‫ٌ‬

‫ﻛﻔٌﻠﺔ ﺑﺎاﻟرﺗﻘﺎء‬ ‫واﻟدوﻟﺔ ﻓﮫً‬ ‫ﺑٌن اﻟﻔرد‬ ‫وس‬

‫ٌ‬ ‫ﺗﻠﻌك اﻟﺟﻣﻌٌﺎت اأﻟﮭﻠٌﺔ دور‬
‫وﺗﻌﺑﺋﺔ‬ ‫وﺛﻘﺎﻓﺔ اﻟدٌﻣﻘرا ٌ◌ة‪،‬‬ ‫ع‬
‫اﻟﻣﻌرﻓﺔ واﻟو ً‬ ‫ﺻﺔ اﻟﻔرد ﻋن ٌرق ﻧﺷر‬
‫ﺑﺷﺧ ٌ‬
‫واﻟﺗؤﺛٌر‬ ‫وااﻟﻘﺗﺻﺎدٌة‬ ‫اﻟﺗﻧ ٌﻣﺔ ااﻟﺟﺗﻣﺎ ٌﻋﺔ‬ ‫ﻋﺔ ٌ‬
‫ﻟﻣزد ﻣن‬ ‫اﻟﻔردٌة واﻟﺟﻣﺎ ٌ‬ ‫اﻟﺟﮭود‬
‫ع‪.‬‬
‫اﻟﺗﺿﺎﻣن ااﻟﺟﺗﻣﺎ ً‬ ‫ًف اﻟﺳٌﺎﺳﺎت اﻟﻌﺎﻣﺔ وﺗﻌ ٌﻣﻖ ﻣﻔﮭوم‬

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 I. Parts of Speech
i. Nouns

1. Nouns can be Proper Nouns or Common Nouns

a) Proper nouns refer to specific people, places, things and ideas. A

person's name (Leah Graham) is a proper noun, for example. Other
examples are names of places (Atlanta, Georgia) and names of things (the
Navy). They are always capitalized!

• People’s names and titles- King Henry, Mrs. Smith

• Names for deity, religions, religious followers, and
sacred books- God, Allah, Buddha, Islam, Catholicism,
Christians
• Races, nationalities, tribes, and languages- African
American, Polish-American, Black, Chinese, Russian
• Specific Places like countries, cities, bodies of water,
streets, buildings, and parks
• Specific organizations- Central Intelligence Agency
(CIA) …
• Days of the week, months, and holidays,
• Brand names of products
• Historical periods, well-known events, and documents-
Middle ages, Boston Tea Party, Magna Carta

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 • Titles of publications and written documents

b) Common nouns are all other nouns. For example: cat, pencil, paper, etc.
They are not capitalized unless they are the first word in the sentence.

2. Nouns can also be collective

Collective nouns are nouns that are grammatically considered singular,

but include more than one person, place, thing, or idea in its meaning.
Words like team, group, jury, committee, audience, crowd, class, troop,
family, team, couple, band, herd, quartet, and society.

Generally, collective nouns are treated as singular because they

emphasize the group as one unit. The committee is going to make a
decision.

3. Nouns can also be either count or non-count.

Nouns that are non-count cannot be counted. For example, you cannot
go outside to have two fresh airs. One goes outside for fresh air.

4. Nouns can be Abstract or concrete

A noun can be abstract or concrete.

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• Concrete nouns are nouns that you can touch. They are people, places,
and some things. Words like person, court, Georgia, pencil, hand,
paper, car, and door are all examples of concrete nouns.

• Abstract nouns are nouns that cannot be physically held. For example,
things like air, justice, safety, Democracy, faith, religion, etc.

6. Nouns can be Gerunds

A gerund is the –ing form of the verb and is used as a noun. For
example,

Running is good for you.

Running is the noun/gerund and. is is the verb.

My crying upset him.

Crying is the subject and upset is the verb

Note: A noun can fit into more than one of these categories. For
example, the noun Angela is a singular, concrete, count, proper noun.

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ii. Pronouns
A pronoun is a word that replaces a noun. They eliminate the need for
repetition.
For Example:

Instead of Emma talked to Emma's child, you might say Emma talked to
her child.

Her is the pronoun. It renames the antecedent, Emma.

There are several types of pronouns.

Personal Pronouns refer to specific persons or things. Personal

pronouns can act as subjects, objects, or possessives.

1.

Singular: I, me, you, she, her, he, him, it

Plural: we, us, you, they, them

I, you, she, he, it, we, they are used as subjects of sentences.
For example, She knew the grammar rules very well

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 The personal pronouns that can be used as objects are:

Me, you, him, her, it, them

For Example:

• The teacher gave all of them good grades.

• Tommy gave his poetry book to her.
• Then, Azra gave it to me.

Them, her and me are personal pronouns used as objects. They are NOT
the subjects of the sentences.

2. Possessive Pronouns indicate ownership or possession.

Singular: my, mine, your, yours, hers, his, its

For Example: She returned my pencil to me because it was mine.

3. Reflexive Pronouns name a receiver of an action who is identical to

Singular: myself, yourself, himself, herself, itself

Plural: ourselves, yourselves, themselves

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 For example: Manuela congratulated herself on her good grades.
Here, Manuela is both the doer and the receiver of the action.
Q: So, who did Manuela congratulate? A: Herself.

4. Intensive Pronouns emphasize a noun or another pronoun.

Singular: myself, yourself, himself, herself, itself

Plural: ourselves, yourselves, themselves

For Example: I saw Brad Pitt himself at the mall.

Here, himself emphasizes the antecedent, Bradd Pitt.

5. Reciprocal Pronouns express shared actions or feelings.

Each other One another

For Example:

Yan Ko and Tai help each other with their homework.

Leon and his girlfriend dance with one another when they go
clubbing.

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6. Indefinite Pronouns refer to non- specific persons and
things.

All, another, any, anybody, anyone, anything, both, each, either,

everybody, everyone, everything, few, many, neither, nobody, none, no
one, nothing, one, several, some, somebody, someone, something

For Example:
Many believe that UFO’s exist, but nobody can prove it.
No one can be sure if aliens really exist, but only few wonder if Elvis
is still alive.
The underlined indefinite pronouns do not refer to any one person. They
are referring to people in general.

7. Demonstrative Pronouns are also considered noun markers. They

―point‖ towards nouns.

this, that, these those

For Example:
That woman attends Gainesville College.
That points out which woman.
The woman attends Gainesville College. Q: Which woman? A: That
woman.

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iii. Adjectives
An adjective modifies (describes) a noun or pronoun.

Normally in English, the adjective comes before the noun. For example:
The smart student earned an "A".

They also come after linking verbs. For example:

I feel happy.

Adjectives can be used to make comparisons.

• For most adjectives of one or two syllables, you can add –er. For
example, greater, faster, stronger.

• For adjectives longer than two syllables, you should use the word more.
For example, He was more intelligent than his sister was.

Adjectives can also be used as superlatives.

• This is usually done by adding –est to the end of an adjective that

is one or two syllables.
For example, the loudest, the coolest, the smartest.

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 • If an adjective is three syllables or longer, you must use the words
the most. For example, Katsu is the most likeable person in the
world!

iv. Adverbs
An adverb is a word that modifies an action verb, an adjective or another
adverb.

• The teacher carefully graded the homework.

Carefully is an adverb that modifies the action verb to grade.

• Tommy was extremely enthusiastic about doing his homework.

Extremely is an adverb that modifies the adjective enthusiastic.

• Yan Ko ran out of the classroom very quickly.

Very is an adverb that modifies the adverb quickly.

Warning: You need an adjective after linking verbs…NEVER an

adverb!

For example, Tai feels bad (guilty) when he has to leave class.

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 Here, bad is an adjective that modifies the proper noun Tai. It is an
adjective because it follows the linking verb to feel.

HOWEVER, verbs like look, sound, smell, feel, and taste can function
as either an action verb or a linking verb.

Tai feels badly (to the touch) after swimming in a chlorinated pool. His
skin is really dry.

Here, bad is used in its adverbial form since it follows an action verb, to
feel.

V. Conjunctions

are the scotch tape of the grammatical world. They join together
words and phrases. There are three kinds of conjunctions:
coordinating conjunctions, correlative conjunctions, and
subordinating conjunctions.

1. Coordinating Conjunctions
There are seven coordinating conjunctions in English. You can
use the mnemonic device fanboys to remember them.

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 For
And
Nor
But
Or
Yet
So

They can be used with commas to create compound sentences.

For example:
Ignacio loves to dance, but Rocío has no rhythm.
Kyong Mee works hard, yet she still earns low grades.

2. Correlative Conjunctions also join ideas, but they work in

pairs. They are:
Both…and
neither…nor
whether…or
either…or
not only…but also

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 For Example:
Not only am I happy about the grades, but I am also excited
that you are learning!

3. Subordinating Conjunctions join an independent clause to a

subordinate clause. That is, they join a clause that can stand
alone with a clause that cannot stand alone. Some frequently
used subordinating conjunctions are:

after, although, as, as if, because, before, even if, even though,
if, since, so that, though, unless, until, when, whenever, where,
wherever, whether, while.

For Example:
Although the students were tired, they still came to class.

VI. Prepositions

Prepositions are words that, like conjunctions, connect a noun or pronoun to

another word in a sentence. Some common prepositions:

About Before Down Into Through

Above Behind During Like To
Across Below Except Of Toward
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 After Beneath For Off Under
Among Beside From On Up
Around Between In Over With
At By Instead of Since Without

A prepositional phrase is a group of words that begins with a

preposition and ends with a noun or pronoun. They can act as
adjectives or as adverbs.

Manuela, the student from Germany, wrote an excellent paper

on the computer.

vii. Verbs

Verbs generally express action or a state of being. There are several

classifications for verbs- action verbs,/linking verbs, main verbs/auxiliary
verbs, transitive/intransitive and phrasal verbs.

1. Action verbs show action.

He runs. He plays. They study.

2. Linking Verbs link the subject to an adjective.

Ricky Martin is beautiful.

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 The linking verb is links the adjective beautiful with the subject Ricky
Martin.

1. Main verbs can stand alone.

2. Auxiliary verbs, also called helping verbs, serve as support to the

main verb.
The most common auxiliary verbs are:

Have, has, had

Do, does, did
Be, am, is, are, was, were, being, been
Should, could, will, would, might, can, may, must, shall, ought (to)

For example:

Tai has run everyday.

Run is an action verb. The subject can actually ―do‖ it.
Has is the helping verb. It helps the main verb run to be present
perfect tense.
Verbs can be transitive or intransitive.

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 1. Transitive Verbs require a direct object in order to make
sense.
For Example:

Yolanda takes aspirin for her headaches.

Here, takes is a transitive verb since the sentence Yolanda takes
has no meaning without its direct object aspirin.

2. Intransitive Verbs do not need direct objects to make them

meaningful. For Example:

Julio swims.
The verb swim has meaning for the reader without an object.\

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 II. Tenses
i. Past Continuous Tense
The past continuous tense is used:
1. when talking about TWO actions in the past; one continues for a
period, and the other starts and ends (past simple).
While I was talking on the phone, someone stole my car.

I was making breakfast when the cat knocked over the milk carton, so I
burnt the toast.

These sentences usually use while or when.

2. to talk about TWO actions in the past, both happening over a

period.
I was working on my computer and my children were watching television.
3. to talk about a TEMPORARY activity taking place over a limited
time.

I was staying at my friend's house

while my parents were touring
Italy.

The past continuous tense is was / were + the present participle.

(The present participle is the base of a verb + ing i.e. walk walking).
Read the story and look at the pictures. Fill in the gaps in this letter using
either the past simple or past continuous.

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PRESENT PERFECT
The present perfect - form.
The present perfect simple tense is made with has/have + the past
participle. (Notice how the auxiliary verb have changes to has with
he/she/it.)
The past participle of verbs is used in the present perfect simple. Regular
verbs take the ending -ed. e.g. talked, phoned, walked, visited. Other verbs
are irregular.

Present Perfect Present Perfect Simple Present Perfect

Simple - Positive - Negative Simple - Question
I have worked at I haven't worked at Have I worked
ABC since 2002. ABC since 2002. there?
You have worked You haven't worked Have you
at ABC since 2002. at ABC since 2002. worked there?
He / she / it has He / she / it hasn't Has he / she /
worked at ABC worked at ABC it worked
since 2002. since 2002. there?
We have worked at We haven't worked Have we
ABC since 2002. at ABC since 2002. worked there?
They have worked They haven't Have they
at ABC since 2002. worked at ABC worked there?
since 2002.

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The present perfect has different uses.
It is used to talk about an action which began in the past
and continues to the present.

- I have worked for this

company for the last six
years.
- I have sent a lot of
emails in the last few
minutes.
- How long have you
worked here?
It is used with words like since, this week/year/month,
over the last few weeks, for the last six months etc. and
today. These words describe an unfinished time.
-I have worked here since 2000.
-I have interviewed four applicants this morning.
-I have worked with her for two years.

Note: It is never used with time words like last week, last
year, yesterday, five minutes ago, in 1998 etc. These
words describe a finished time. We use the past simple
with these words.

Wrong: I have worked for ABC last year.

Correct: I worked for ABC last year.

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The present perfect simple is used to talk about an action
that happened in the past where the time is not mentioned.
I have had three different offices at ABC. (He has had
three different offices at ABC in the past. He does not tell
us when. The present perfect simple is used.)
If the time is mentioned, the simple past tense is used.
I moved into my first office in 2002 when I began working
at ABC. In 2004 they promoted me so I got a bigger office
on the top floor. I moved into my current office in 2005. I
really like it. (He moved into his first office in 2002, then
a bigger one in 2004 and his current office in 2005. This
tells us when he moved into different offices. The simple
past tense is used.)
The present perfect is used to talk about experiences.
I have worked for three other companies but this
company is the best!
The present perfect is used in questions with ever. It is
used with never and yet.
Have you ever slept at work?
No, I've never slept at work.
The present perfect is used to talk about something that has
happened recently (not long ago). It is used in giving news
of something.

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 My boss has just
shouted at me!
The present perfect is used with just, already and recently.
I have just resigned.
I have already looked for jobs in the newspaper.

Exercise
Choose either the simple past tense or the present perfect tense in
the sentences below.
1. Have you ever been /were you ever rude to your boss?

2. No, I have never been /was never rude to my boss.

3. Well, I have shouted/shouted at my boss twice!

4. I have shouted/shouted at him last night when he asked

me to work late. And I have been rude/ was rude to him
one night at an office party.
5. My parents have always told/ always told me to be
polite to the boss. They have been/were angry with me
when I told them that I was rude to my boss at the office
party.

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 III. THE PASSIVE VOICE

THE FORMATION OF THE PASSIVE VOICE

To be + Participle 2

Tense Active Passive Note: the action is done

to the subject
S Present Ask(s) am He asks/
I
M is asked He is asked
P are
L
E Past asked was
were asked
Future will ask will be asked
C Present am am He is asking/
O
N is asking is being asked He is being asked
T are are
I
N
U
Past was was being asked He will be asked.
O
U were asking were
S
Future will be asking ---
P Present Have have He has asked/
E
R has asked has been asked He has been asked

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F
E Past Had asked had been asked
C
T
Future Will have asked will have been
asked
P Present Have - He has been
E asking..for.../
has been asking
R
He has been
F
. asked...for...
Past had been asking -
C
O
N Future will have been -
T asking
going to am am He is going to ask
future
are going to ask is going to be asked He is going to be asked
is are

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 IV. Exercises & Quizes (I)

i. Fill in the blanks with PRESENT CONTINUOUS or SIMPLE PRESENT:

1. The children ………………………….. (play) outside now.
2. She usually ………………………. (read) the newspaper in the
morning.
3. I …………………………… (do) my homework now.
4. I ………………………… (eat) my dinner now.
5. ……………………………. (you / want) a pizza?
6. They …………………………….. (watch) TV now.
7. I ……………………………. (not / like) spaghetti.
8. The baby …………………………. (sleep) now.
9. My mother usually …………………. (cook) dinner in the
evening.
10. He …………………….. (write) a letter to his pen-friend
every month.
B) Circle the correct answer:

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 1. Look! Thomas is bringing / brings his little sister to
class.
2. My older sister is often listening / often listens to pop
music.
3. We are writing / write an exercise now.
4. Mmmm! Mum is making / makes a cake.
5. Our teacher is giving / gives us a test every month.
6. Listen! Dad is reading / reads a story to Ricky.
7. Mr. Michael usually is growing / grows roses in his
garden.
8. They are building / build a new house on the hill now.
9. Maria is drinking / drinks milk every morning.
10. Look! Nick is running / runs down the hill.

ii. Present Simple, Present Continuous, Simple Past

A) Complete the sentences with the words in parentheses using the
SIMPLE PAST or the PAST PROGRESSIVE:
1. Sally …………………………… (eat) dinner last night when
someone ............................... (knock) on the door.
2. I began to study at seven last night. Fred
…………………………… (come) at seven-thirty. I

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 ……………………………… (study) when Fred
… .................................. (come).
3. While I ………………………………. (study) last night, Fred
…………………………… (drop by) to visit me.
4. My roommate’s parents ………………………………….
(call) him last night.............................. while
we… ...................................................... (watch) TV.
5. My mother called me around five. My husband came home
a little after five. When he………………………………..
(come) home, I ………………………………….. (talk) to my
mother on the phone.
6. Yesterday Tom and Janice ……………………… (go) to the
zoo around one. They………………………… (see) many
kinds of animals. They stayed at the zoo for two hours.
While they …………………………… (walk) home, it
…………….…….. (begin) to rain, so they
…………………………….. (stop) at a small café and
……………………(have) a cup of coffee.
B) Put the verbs in the correct tense. Use the SIMPLE PAST or the
PRESENT PERFECT:
1. ……………………….. Tim ........................................ (finish)
his work yet?
2. ……………………….. he ........................................... (finish)
it ywsterday?
3. They .......................................................... (just / go) out.
4. They ……………………………… (go) out a minute ago.

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 B. Rinaldi
C. The waiter
D. A flight attendant named Sarah
5. I heard that is going to San Francisco in May.
A. My cousin
B. Bernard
C. Wilson
D. The whole Nuggets baseball team

Test 2: much, many and any:

Part 1

Asking Questions with much, many, or any

1. How -------- apples are there on the table?

2. How -------- water is in the glass?

3. Do you know how --------- people are going to be at the party?

4. How -------- students came to class yesterday?

5. How -------- traffic was there on the highway?

6. Does he know how ---------money he needs to go to college?

7. Are there --------- customers in the store?

8. How -------- rice did you make?

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9. Do you know how --------- it costs to take the bus?

10. Is there --------- room on the bus for me to sit down?

Part 2: Much or Many

1. He doesn't have -------- time today.

2. How -------- apples are there in the basket?

3. I didn't see -------- cars on the highway this morning.

4. How -------- money do you have?

5. There isn't --------- milk in the refrigerator.

6. There were ------- Spanish-speaking people at the party.

7. Do you know how --------- people there are in the world?

8. We didn't send --------Christmas cards to our friends this year.

9. Did you see how --------- food there was in that store?!

10. How --------- information can you find on the internet?

11. How --------- chairs do we need for the classroom?

12. She doesn't need very --------- time to finish her work.

13. There were too --------- bees at the park, so we left.

14. There is too -------- pollution in the world.

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 15. I couldn't find very --------- rice at the store today.

16. How --------- help do you need?

17. There were -----------butterflies outside.

18. She doesn't have --------- teeth left in her mouth.

19. We saw ---------police officers outside of our house.

20. How --------- coffee do you drink every day?

Test 3: Transitive & Intransitive verbs:

Part 1

Decide whether the verbs in italics are transitive or

intransitive:

a. She was crying all day long ( ------------------- ).

b. We showed her the photo album ( --------------- ).

c. The doctor advised me to exercise regularly

( ).

d. It was raining at that time ( ------------------- ).

e. She laughed at the joke ( ------------------- ).

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f. She gave a cookie to the child ( ------------------ ).

g. They slept in the street (-------------------- ).

h. I ate the cherries ( ------------------- ).

i. My father doesn't drink coffee ( ------------------ ).

j. He always keeps his money in a wallet

( ).

Test 4: Proper Nouns Quiz:

Select the proper noun in the following sentences:
1- On Friday, I get to go spend the weekend with my grandmother.
(I- grandmother- weekend- Friday)
2- My first roommate was a Baptist
(my- Baptist- roommate- first)
3- All essays are due on January 15.
(all- January- essays- are)

4- The Magna Carta is an important document in history.

(document- Magna Carta- important- the)

5- I wonder if Easter will be early or late this year.

(I- year- Easter- late)

6- We went to the Vienna Bakery for a delicious lunch.

(We- Vienna Bakery- lunch- delicious)

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7- My brother has been saving for months for his trip to Europe.
(Europe- months- trip- my)

8- People wonder whether New Orleans will ever come back to its former
glory.
(whether- glory- New Orleans- people)

9- He could not remember who signed the Declaration of Independence.

(remember- signed- Declaration of Independence- He)

10- We were so excited that we could hardly wait for Chanukkah.

(Chanukkah- excited- hardly- we)

11- My sisters and I are unsure whether we want our mother to run for the
Senate.
(my- Senate- sisters- mother)

Test 5: Adjectives or adverbs Quiz:

Choose the correct answer

1- We worked hard all week.

(adverb- adjective)

2- Sarah likes her pink shirt best.

(adverb- adjective)

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3- Fraser quickly sketched out his plan.

(adverb- adjective)

4- The sweet strawberries tasted so good we had to have more.

(adverb- adjective)

5- You have to be very careful around wild animals.

(adverb- adjective)

6- Marcy danced so gracefully everyone wanted to watch.

(adverb- adjective)

7- Mark and Jason greedily ate all the cake.

(adverb- adjective)

8- The cloudy sky promised rain soon.

(adverb- adjective)

9- Michael climbed silently up the tree hoping to see the baby robins.

(adverb- adjective)

10- My aunt arrived unexpectedly for a visit yesterday. (adverb- adjective)

Test 6: Identify Predicates:

Choose the correct answer

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10- We went to the museum.
A. We
B. went to the museum
C. We went

Test 7: Their/There/They're, Who's/Whose Quiz:

Choose the correct answer

1- The teacher is wondering test paper has no name on it.

(who’s- whose)

2- coming to the store with me?

(who’s- whose)

3- The neighbors painted whole house last week.

(their- there- they’re)

4- My parents have promised that going to take us to Disneyland

next summer.

(their- there- they’re)

5- My brother keeps asking when we're going to get .

(their- there- they’re)

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6- pink sweater is this?

(who’s- whose)

7- The girls were all working on Halloween costumes that day.

(their- there- they’re)

8- Mark is the boy going to band camp with us.

(who’s- whose)

9- I couldn't find the keys, but they were right under the mat.

(their- there- they’re)

10- We want to find the person most qualified for the position.

(who’s- whose)

11- I don't know for sure how going to manage that job.

(their- there- they’re)

12- Carlos wants to know entry will win the prize.

(who’s- whose)

Test 8: Verbs (is/ are) & (was/ were) Quiz:

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Choose the correct answer

1- We -------- going to the zoo today. (is, are)

2- All my books -------- at home. (is, are )

3- I -------- to a park yesterday. (go- went)

4- I -------- the youngest in my family. (is, am, are)

5- What ------ your name? (is, are)

6- My dad ------- me this book yesterday. (give, gave )

7- There ----- ten pencils in my box. (is, are)

8- Sid ------- playing in the park yesterday. (was , were)

9- Mark and Mike ----- good friends. (is, are)

10- These ----- not my markers. (is, are)

Test 9: Select the Suffix Quiz:

Choose the correct answer

1- We were through the park when we saw a squirrel. (walk)

A. –ed B. –ness C. –er D. –ing

2- We chose the pumpkin. (large)

A. –ly B. –est C. –ful D. –ness

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3- There was great when the prizes were announced. (happy)

A. –er B. –est C. –ful D. –ness

4- Grace plans to be a when she grows up. (music)

A. –ly B. –cian C. –al D. –fully

5- Carlos tries to be . (help)

A. –ful B. –er C. –ness D. –able

6- The janitor at our school is really . (friend)

A. –ly B. –ness C. –tion D. –ship

7- Whose room is the ? (clean)

A. –est B. –er C. –ly D. –ful

8- My new bed is really (comfort)

A. –ness B. –ful C. –tion D. –able

9- The class was so the kids had to miss recess. (noise)

A. –ful B. –ly C. –y D. –est

10- She is a very person. (like)

A. –ly B. –able C. –est D. –ness

11- It was outside during recess. (freeze)

A. –er B. –ing C. –est D. –able

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12- Tracy is a very fast . (run)
A. –ing B. –able C. –est D. -er

Test 10: Prefix Quiz

Choose the correct answer

1- Mandy rides her to school. (cycle)

A. under- B. bi- C. anti- D. dis-

2- We decided not to see that show after reading the . (view)

A. sub- B. re- C. un- D. super-

3- I am to finish that assignment in time. (able)

A. un- B. bi- C. sub- D. trans-

4- I made a big on that assignment. (take)

A. un- B. mis- C. in- D. under-

5- Dad checked the in the car yesterday. (freeze)

A. un- B. auto- C. co- D. anti-

6- Did you ride the when you were in Seattle? (rail)

A. auto- B. sub- C. mono- D. anti-

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7- Marcus wants to be an agent when he grows up. (cover)

A. under- B. over- C. auto- D. un-

8- Will Noah be able to the pass and stop them from scoring?
(cept)

A. anti- B. under- C. super- D. inter-

9- They were unable to who the culprit was. (cover)

A. dis- B. mis- C. sub- D. auto-

10- Our neighbor hunts for sunken treasure in a small . (marine)

A. super- B. anti- C. sub- D. mono-

11- We got a big on our new TV. (count)

A. mis- B. super- C. dis- D. pro-

12- Mark can't have more than two answers, if he wants to pass.
(correct)

A. inter- B. in- C. under-

Test 11: Phrases or clauses:

(1) The captain of the football team was very young.
(2) On the desk.
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 (3) Played the match perfectly.
(4) Rugby football is played everywhere in England.
(5) The man who is stronger does not always play the
best game.
(6) In order to rest.
(7) The team that beat his team frequently won
matches.
(8) Along the road.
(9) The sun being very hot.
(10) With a bag in his hand.
(11) To get home.
(12) England is an island.

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