عَقدٌ يَتَّصِلُ قَوسَاهُ مِن أَعلَى بِرَأسٍ مُدَبَّبَةٍ
عَقدٌ قَوسِيٌّ فَوقَ عَتَبٍ بِغَرَضِ تَخفِيفِ الثِّقَلِ
عَقدٌ ضَيِّقٌ حَادُّ الزَّاوِيَةِ كَرَأسِ السَّهمِ
عَقدٌ حِدوِيٌّ (كَحِدوَةِ الفَرَسِ)
Riccardo Migliari - ricerche
L'insegnamento della geometria descritttiva e delle sue applicazioni - da La Facoltà di Architettura dell'Università di Roma 'La Sapienza' dalle origini al duemila, a cura di Vittorio Franchetti Pardo, Gangemi, Roma 2001
The Hashemite Kingdom of Jordan
Ministry of Higher Education and Scientific Research
Graduate English Language Test (Level II)
The test is comprised of 100 questions distributed in three sections as follows:
|Section 1 :||Listening Comprehension…(15) points.|
|- (15) short conversations each ending with a question .|
|Section 2 :||Structure and Written Expression…(50) points .|
|- (25) structure questions|
|- (25) written expressions|
|Section 3 :||Reading Comprehension…(35) points .|
|- First short passage with (7) questions.|
|- Second short passage with (8) questions.|
|- First medium passage with (10) questions|
|- Second medium passage with (10) questions|
|* All questions are multiple choice from four (4) options.|
|* One point is assigned for each correct answer.|
|* The source and reference text for the skills and competencies is : Deborah Phillips, Longman Preparation Course for the TOEFL Test . Pearson,2003.|
(15 points )
(15) Short Conversations in (15) minutes
|(15) questions that involve the following skills :|
|Skill 1, page 12 :||Focus on the second line .|
|Skill 2, page 14 :||Choose answers with synonyms of key words.|
|Skill 3, page 16 :||Avoid similar sounds : key words with |
similar sounds but different in meaning.
|Skill 4, page 19 :||Draw conclusions about who, what, where.|
|Who is talking?|
|What will s/he do next?|
|Where does the conversation take place?|
|Skill 5, page 22 :||Listen for who and what in passive.|
|-What does s/he mean?(the answer is |
in the passive voice .)
|Skill 6, page 24 :||Listen for who and what with multiple nouns.|
|- What does s/he mean? (The answer tests the recognition of who did what .)|
|Skill 7, page 28 :||Listen for negative expression.|
|The conversation has a negative with |
not while the answer is in positive form .
|The conversation has a negative |
prefix (un-,in-,dis-)while the answer is in positive form.
|Skill 8, page 30 :||Listen for double negative expression. |
- The conversation has two negative verbs while the answer is a positive statement.
|Skill 10, page 34 :||Listen for negative with comparatives .|
|- The conversation has negative|
|with more or –er while the answer has a superlative meaning .|
|Skill 11, page 38 :||Listen for expression of agreement . |
- The answer explains a positive
agreement ( so do I ; me, too ).
|Skill 12, page 40 :||Listen for expressions of uncertainty and suggestion . |
- suggestion with let's only .
|Skill 14, page 46 :||Listen for wishes. |
- affirmative wish that means negative reality.
Or – wish with past tense that means negative present reality.
Structure and Written Expression
(50 Points )
(50) question in (50) minutes
|Part A :||Structure (25 points)|
|Skill 1, page 98 :||One – clause sentence; be sure the sentence has a subject.|
|Missing noun subject.|
|Missing pronoun subject.|
|Skill 1, page 98 :||One – clause sentence; missing verb|
|Missing active verb.|
|Missing passive verb.|
|Skill 2, page 99 :||One – clause sentence; the |
subject cannot be an object of a preposition.
|A missing subject in a sentence with a prepositional phrase at the beginning.|
|A missing verb to agree with the subject in a sentence with a prepositional phrase at the beginning. ( Skill 20)|
|Skill 3, page 101 :||One – clause sentence; be careful |
|A missing simple appositive: example 1|
|A missing long appositive: example 2|
|Skill 4, page 102 :||One – clause sentence; be careful of present participles.|
|A present participle as part of a verb.|
|A present participle as an adjective.|
|Skill 5, page 104 :||Be careful of past participles.|
|An – ed form as a simple past.|
|An – ed form as part of the present perfect.|
|An – ed form as an adjective.|
|Skill 6, page 107 :||Use coordinate connectors correctly.|
|And as connector of two clauses|
|So as connector of two clauses|
|Skill 7, page 109 :||Adverb time and cause connectors in multiple-clause sentences.|
|Adverb time connector ( after, before, until, while).|
|Adverb cause connector (because, since).|
|Skill 8:||Other adverb connectors in multiple- clause sentences.|
|Adverb condition connector (if)|
|Adverb condition connector (although)|
|Adverb condition connector (where)|
|Skill 9:||Noun clause connectors in multiple- clause sentences. |
- a wh – word as a noun clause connector (either as a subject or an object ).
|Skill 11:||Adjective clause connector. |
- Which as an adjective clause connector in the objective case.
|Skill 12:||Adjective clause connector. |
- Who as an adjective clause connector in the objective case.
|Skill 15:||Invert the subject and verb with question words (wh-) in a simple question . |
- example : what are you doing ?
|Skill 16:||Invert the subject and verb with place expression (There). |
- example: There are the keys that
|Part B : Written expression (25 points).|
|Skill 21,page 145:||Make verbs agree after expressions |
of quantity (all , most, some, half )+ of
|All of+ singular + verb|
|Some of+ plural + verb|
|Skill 22 page 146:||Make inverted verbs agree |
- Place phrase+ verb + subject.
- example: Behind the houses was the bicycle I wanted .
|Skill 23 page 148:||Make verbs agree after certain words |
that are always singular (any-, every-, no-, some-, each +noun ).
|Skill 24, page 152:||Use parallel structures with coordinate conjunctions.|
|Parallel prepositional phrases.|
|Skill 26, page 154:||Parallel structures with comparison.|
|Structure + more/-er + adj.+ than+ |
|Structure +as + adj. +as + |
|Identify incorrect parallel structure |
Exercise on page 157.
|Skill 27, page 158:||Form comparatives |
and superlatives correctly.
|(adj.-er/more + adj.) + than.|
|the +(adj.-est / most +adj.) + in / of / than .|
|Skill 29, page 160:||The irregular (-er,-er ) structure |
(two parallel comparatives) .
- The +(-er / more ) + same structure.
|Skill 30, page 164:||After HAVE ,use the past |
participle in the perfect tense of the verb.
- have / has/had / will have + past participle. (the perfect tenses ).
|Skill 31, page 165:||After Be , use the present/ past participle ( the progressive or passive form of the verb) .|
|Be + - ing form to indicate |
a progressive form (duration).
|Be + past participle to indicate the passive form.|
|Skill 32, page 166:||After will and other modal |
verbs, use the base (main) form of the verb .
- modal +base (main) form of the verb .
|Skill 34, page 170:||Use have and had correctly. |
(The present and past perfect ).
|Have + past participle means up to now.|
|Had + past participle means before past up to past.|
|Skill 35, page 172:||Use the correct tense |
with certain time expressions .
- ago/last/ in + year indicate the past tense .
|Skill 38, page 179:||Recognize active and passive meanings. |
- in the passive form the
subject receives the action
of the verb .
|Skill 40, page 183:||Distinguish countable |
and uncountable nouns .
|Many /few + plural noun|
|Much / little + singular noun|
|Skill 43+44, page 190+191:||Distinguish |
object / adjective pronouns .
|Skill 55, page 213:||Distinguish specific |
and general ideas (use of articles).
-distinguish definite and indefinite
meaning of a noun to use either the or a/an.
(35) questions in (55) minutes
1)- The first short passage (7 points )
|Skill 1 , page 251 |
- what is the topic of the passage?
Recognize the organization of ideas
- How is the information in the --------
paragraph related to the information
in the ---------- paragraph?
|Skill 3, page 259:||Stated detail questions.|
|Who is …….?|
|Where is …..?|
|Skill 10,11, page 294,296:||Use context to |
|Simple word in line …|
|Difficult word in line …|
|Skill 12, page 306:||Where specific |
information is found
- Where in the passage does the author discuss …?
|2)- The second short passage (8 points )|
|Skill 2, page 255 :||Organization of ideas |
- The main idea in the --------
paragraph is :
|Skill 3, page 259 :||Stated detail questions|
|What is … ?|
|When does … ?|
|Why does … ?|
|Which of the following is true?|
|Skill 4, page 264 :||Find unstated details |
- Which of the following is not true?
|Skill 9,11, page 292, 296 :||Determine meanings.|
|The word … in line … is |
closest in meaning to :
|The word … in line … does |
NOT mean :
|3)- The First Medium Passage (10 points )|
|Skill 1, page 251 :||Main idea question |
-The best title for this passage
would be …
|Skill 5, page 267 :||Find pronoun referent |
- The pronoun ------ in line ------
refers to :
|Skill 6, page 275 :||Implied detail questions|
|It is implied that … mentioned |
in lines … might be :
|What probably happened … ?|
|----------- is most likely :|
|Skill 7, page 279 :||Transition questions . |
- The paragraph following the passage probably discusses …
|Skill 9-11, page292, 294, 296:|
|What is … in line … ?|
|The best description of … in |
line … is :
|The word … in line … is closest |
in meaning to :
|Skill 12, page 306 :||Defermine where |
specific information is found .
- where in the passage … ?
|4)- The Second Medium Passage (10 points )|
|May be repeated from various skills |
used in the passages above.
|Skill 12, page 306 :||Where specific information |
is found ( Vocabulary ).
-Which word or expression in the
Passage means … :
|The answer is:--------line ------- .|
|Skill 13, page 309 :||Determine tone, |
purpose, or course .
|In which course would this passage be read?|
|What type of feeling (tone) |
does the passage reflect?
|What is the purpose of this passage?|
|Who would be interested in reading this passage?|
إنه شعور فظيع عندما يحتاج إليك من تحب , وانت بعيد
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