Global English TEST Number 1
Introduction
This test is designed to assess students’ proficiency in reading comprehension, grammar, vocabulary, and writing skills. It targets intermediate to upper-intermediate learners and focuses on understanding a reading passage, applying language knowledge in context, and developing written communication skills.
Test Information
- Level: Intermediate to Upper-Intermediate
- Skills Assessed: Reading Comprehension, Grammar, Vocabulary, Writing
I- Reading Comprehension: (15 points)
Awatif Morsy will never forget the day she heard that a new school was open in her village. ‘Someone came to the house asking for the names of the children who weren’t attending class,’ she recalls. ‘My mother gave them my name. I was so excited.’ Like most eight-year-olds in the village of Beni Shara’an, Awatif’s life until that important day was divided between back-breaking work in the fields or at home. To girls like her, the new school—a single classroom on the ground floor of a converted house—was a dream come true.
Not everyone in the village was so enthusiastic, at least initially. Some farmers complained that the school would deprive them of the cheap labor the children provided. Even Awatif’s own stepfather, Abdelwadoud, was unconvinced. ‘What does a girl need to study for?’ he would ask. Happily, that wasn’t the view of Farouk Abdel Naim, the elderly merchant who was persuaded to donate the premises for the school to use. ‘I’ve come to believe that a girl’s education is more important even than a boy’s,’ Mr. Abdel Naim says. ‘A man can always make something out of his circumstances, but a girl can’t. She needs to be educated in order to get on in life.’
Ten years on, it’s hard to find anyone in Beni Shara’an who doesn’t share that opinion. The school—which has now expanded into three classes—is today seen as a wise investment from which the community is getting tangible rewards. Take the example of the shopkeeper Ahmed Abdel Jabar, himself illiterate. ‘Until Rawia went to school, my store accounts were in a complete mess,’ he recalls. ‘But before long, she was taking care of all the books for me, as well as helping her elder sister to read and write.’ Rawia is disabled, but her father says she’s the most capable of his four daughters. ‘I can say that to me, Rawia is no longer just a girl; she’s more precious than ten sons.’
While the drive to get more Egyptian girls into school is bringing benefits in places like Beni Shara’an, the impact has been felt nationally. From 227 community schools set by UNICEF and its partners since 1990 has emerged a campaign setting girls’ education as one of Egypt’s top development priorities.
A- Choose the right answers from the list given (2pts)
- This text is probably taken from:
- a. an interview
- b. a play
- c. a newspaper
- The text is about:
- a. The Egyptian project for building schools in Beni Shara’an
- b. The importance of the education of girls in Beni Shara’an
- c. The daily life of girls in Beni Shara’an
B- Are these sentences true or false? Justify (4 pts)
- Awatif was 8 years old when the new school opened.
- All the people in Beni Shara’an were happy about the school at first.
- The Egyptian government built the new school in Beni Shara’an.
- The shopkeeper sent his daughter to school.
C- Answer these questions (4pts)
- How did Awatif spend her days before the school opened?
- What was Abdelwadoud’s reaction to sending girls to school?
- Why does Rawia’s father consider her more precious than 10 sons?
- What was the effect of schools like Beni Shara’an’s on girls’ education in Egypt?
D- Find in the text words or phrases that mean the same as: (3pts)
- Convinced (paragraph 2)
- Real (paragraph 3)
- Advantages or profits (paragraph 4)
E- What do the underlined words in the text refer to? (2pts)
- them:
- his:
II- LANGUAGE: (15 points)
A- Rewrite the following sentences as suggested: (4 points)
- The driver wasn’t careful. That was why he had that terrible accident.
- If …
- People should take care of the environment.
- The environment …
- What a pity! I can’t visit your country.
- If only …
- The weather was bad. Nevertheless, the football match wasn’t stopped.
- Despite …
B- Fill in the blanks with the appropriate phrasal verbs from the list: (2 points)
- Turn down – get on well with – come across – pass out
- I … an old friend while I was walking down the street the other day.
- She … when she heard of her father’s death.
- The company will certainly … your application if you don’t have the required qualifications.
- All Leila’s colleagues respect her because she … everybody.
C- Put the words between brackets in the correct form using these affixes: (3 points)
- able/dis-/mis-/re-/anti-/under-/ex-
- (Developed) … countries usually have problems with education.
- The teacher asked us to (read) … the text to check our answers.
- (Globalisation) activists … are against any (use) … of the world’s economy to exploit poor countries
- He met his (wife) … at the supermarket.
- Some of our children”s mistakes are (forgive) …
D- Put the verbs in brackets in the correct form: (2 points)
- Ahmed: ‘I (not see) … Kamal for ages. What’s up with him?’
- Jamal: ‘Oh yes. He finally (get) … a visa to Canada and (buy) … a plane ticket last week. I think by the end of this month, he (fly) … to Montreal.’
E- What do these sentences express: (4 points)
| Statements | What They Express |
|---|---|
| I’m sorry to say this, but the coffee is too cold to drink. | … |
| Could you possibly help me with my homework? | … |
| That’s exactly what I think. | … |
| You must be Barbara’s new friend. I saw you yesterday. | … |
III- WRITING: (10 points)
Write an essay about the positive and negative effects of the internet.
Answer Key:
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