Republic of Iraq

Ministry of Higher Education

and Scientific Research
University of Technology
English Language Center

How to Prepare for English Language Proficiency

Chapter one: English Grammar

Conversation
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: -1 Affirmative statement
-2
-3
-4
-5 Interrogative statement
-6 Negative statement
A) I visited Ahmed at Yarmuk hospital yesterday.
?B) What is wrong with Ahmed
A) I bought a new house.
?B) How much did you pay for it
?A) Did you take your medicine
B) No, I didn't take it.

) ( Parts of Speech
.Structure of Affirmative and Interrogative statements
Parts of speech (1-Nouns 2- Pronouns 3- Verbs 4- Adjectives 5- Adverbs 6- Articles
)7- Conjunctions 8- prepositions 9-demonstratives
) -1 -2 -3 - -4 -5 -6 -7 - -8-
-9- (
.
.
We can convey a message

.
Me tomorrow go to Baghdad.
A man there is at the door.

.
)Structure of affirmative sentence (Active Voice
1

 ( )
( 12) ( Tenses )
-3 -2 -1
4 )
1-Simple present tense 2-present continuous 3- present perfect 4- perfect continuous.
-3 -2 -1
4)
1-Simple past tense 2-past continuous 3- past perfect 4- past perfect continuous.
-3 -2 -1
4 )
1-Simple future tense 2-future continuous 3- future perfect 4- future perfect continuous .
Structure of Affirmative Statement
STATEMENTS
A statement is a sentence which gives information. If you make a statement, you usually give
the sentence a subject, and this must go in front of the verb.
(1)
+
(2)
+
(3)
+
(4)
Subject + helping verb + main verb + information
Pronoun + helping verb + main verb + information
Profession + helping verb + main verb + information

()
1- I
3- you /
5- he
7- it

me
you
him
it

()
2- we
4- you /
6- she
8- they

Helping Verbs:
Helping verbs are also called "auxiliary verbs".
2

us
you
her
them

( /
)

/ )

: ( is ) Ali is taking a bath now

( have)
wallet I have lost my
( will) I will go to school after one hour
Helping verbs have no meaning on their own. They are necessary for the grammatical structure
of a sentence, but they do not tell us very much alone. We usually use helping verbs with main
verbs. They "help" the main verb (which has the real meaning). There are only about (15)
helping verbs in English, and we divide them into two basic groups:
Primary helping verbs (3 verbs)
These are the verbs be, do, and have. Note that we can use these three verbs as helping verbs or
as main verbs. On this page we talk about them as helping verbs. We use them in the following
cases:

be
o
o

to make continuous tenses (He is watching TV.)

to make the passive (Small fish are eaten by big fish.)

have
o

to make perfect tenses (I have finished my homework.)

to make negatives (I do not like you.)

do

Modal helping verbs (10 verbs)

We use modal helping verbs to "modify" the meaning of the main verb in some way. A modal
helping verb expresses necessity or possibility, and changes the main verb in that sense. These
are the modal verbs:
can, could ,may, might ,will, would, shall, should ,must ,ought to

Here are examples using modal verbs:

I can't speak Chinese.
3

Jehad may arrive late.

Would you like a cup of coffee?
You should see a doctor.
I really must go now.

HOW TO USE MODAL VERBS

Modal verbs are used with the basic form of the verb (="the" infinitive form,
You must pay now.

NOT You must to pay now.

They can go home if they want.

NOT They can to go home if they want.

without to).

Modal verbs do not have an -s ending in the present tense of the third person singular,
He can speak French.

NOT He cans speak French.

Modal verbs do not use do in questions or negatives.

Can you remember her name?
We must not be late.
Should we lock the door?

NOT Do you can remember her name?

NOT We dont must be late.
NOT Do we should lock the door?

Structure of Affirmative statements

English at Akkad institute.

English at Akkad institute.
a meeting at the moment.
to switch off the lights.
since morning.
my medicine before I had my lunch

when you phoned.

your book this evening.
to make you a cup of tea.
the match at 5:00PM.

teaching
studying
having

is
are
is

forgotten
been raining
taken
praying
bring
going
watching

have
has
had
was
will
am
will be

1- Daham

2- They
3- The manager
4- I
5- It
6- I
7- Fatema
8-I
9-I
10- I

.
simple present
simple tense
) (am is- are- was were- has have had will -

.
) ( am / is / are

.
You use the present progressive (continuous) to talk about something which is happening now
at the time you are speaking or writing. You often use this meaning with words and phrases that
express present time, such as now, at the moment, and currently.

A) May I speak to Daham, please .

) B) Sorry, He is praying .
(

.

.
5

1. You use the simple present to talk about something which is happening now, and which will
continue to happen in the future. You often use the simple present in this meaning to talk about
things that are true about your life, for example where you live, your job, or the kinds of things
you like.
Ali drives taxi (he does it in the past, present and future)
O you who believe, when you rise up for prayer wash your faces, ...
(the action is general , it happens the same all the time )
Basem lives in Babylon.
I work in a hospital.
2. You use the simple present when you talk about something which happens again and again,
or when you say that something happens regularly at a particular time. Use words such as
always, often, sometimes, occasionally, and never, or phrases such as on Tuesdays or every day
with the simple present in this meaning.
They often go out to restaurants.
I travel to Baghdad twice a month.
He gets up at 6 o'clock.
Ali prays at the mosque everyday.
3. You use the simple present to talk about something which stays the same for ever - such as a
scientific fact.
Oil floats on water.
Two and two make four.
.
4 = 2 + 2 .
4. You use the simple present when you are describing what is happening at the exact moment
when you are speaking. This meaning of the simple present is used for example in sports
commentaries.
Emad gets the ball from Nashat. He shoots - and scores!
May I use the phone please.
( )

 simple past tense

You use the simple past to talk about an action which happened and finished in the past.
There is a space between the time when the action happened, and the time when you are
speaking or writing about it. There is no relation between the past and now.
I visited Meithem at the hospital yesterday.
I was sick last week.
The police found a dead body in the river.
My father arrived from Umra two days ago.
Interrogative statements (QUESTIONS) ( )
Questions are sentences which ask for information. They fall into three main types, depending
on the kind of reply they expect.
Yes-no questions expect a simple yes or no reply (or a word or phrase which can
be used instead of yes or no). In these cases, you change the order of subject and
verb.
Will the prime minister resign?
(Possible answers: yes, no, dont know; probably, maybe . etc)
Are they ready?
Tag questions: You can change a statement into a question by adding a tag question at the end
of it. When you use a tag question, you are asking the listener to agree with the statement you
have just made. If you make the statement positive, you expect the answer yes. If you make it
negative, you expect the answer no.
A tag question is a type of yes-no question, and shows the same change of word order. You
use the same personal pronoun (she, they etc) and tense of the verb as in the statement to which
the tag question is joined. In the most common kind of tag question, you change from positive
to negative, or from negative to positive.
Shes outside, isnt she? (Expected answer: yes)
They were ready, werent they? (Expected answer: yes)
You arent going, are you? (Expected answer: no)
It isnt difficult, is it? (Expected answer: n
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Structure of Interrogative Statements or Questions

.
helping verbs auxiliary verbs
modal helping verbs . ( )
:-

Helping verbs
Present ()
Am I so bad ?
Is your father home, please?
Are you at the party at the moment?
Do you speak English?
Does Ali live in Hilla?
Has Fatema got a house?
Have you got children ?
Will Ali join us to the party?
Shall I stay home till you arrive?
Can you repair my laptop?

Past ()
Was I so bad yesterday?
Was your father home two hours ago?
Were you at the wedding yesterday?
Did you speak English at the meeting?
Did Ali live in Al Hilla last year?
Had Fatema got a house in Al Basra?
Had you got a car last year?
Would
Should
Could

Structure of Interrogative Statements

When using helping or modal verbs
Am ___? Is _____? Are _______?
Am Is Are- Was - Were

Is

Noun- pronoun- profession

Daham - He- the English teacher

verbs to be (am is -are )

:8

information
?
At the classroom?

 1- adjectives -
? Is he rich

? Is she beautiful
? Are the rooms very wide
2- Health ,mental , marital states or status
? Are you sick
? Is he crazy
? Are you married
? Is Fatima a widower
? Are you a bachelor / a spinster
3- presence or absence
?Are you at work
?Is the manager at his office
? Were you absent yesterday
? Was Ali present yesterday
4- vocational states professions
?Are you eyes specialist
? Is he a lawyer
? Are you watchman

)Verbs to have ( Has + Have

) -------- -------------- to have
Have with =I + You + We +They
Has with = he +she+ it
,
.
?)English ( Have or Has +subject+ information
+
+
?
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1-Have you a master degree?

2-Have you a printing department in your firm?
3-Has Ali a car ?
4-Has Fatima children?

5-Had you time to finish the work?

American (Do or Does +Subject + Infinitive verb+ Information)?
+
+

+ ?
1- Do you have a master degree?
2- Do you have a printing department in your firm?
3- Does Ali have a car?
4- Does Fatima have children?
5- Did you have time to finish the work?
:Wh- questions begin with a question word, such as what, why, where, or how. This kind of
question can have a wide range of different replies. The answer may be a full sentence, or one
which leaves out the words that you can guess from knowing the question. Here too, you need
to change the order of subject and verb.
Where are you going? (Possible answers: Im going to work, downstairs, the library)

Alternative questions give the listener a choice of two possible replies, both of which are
mentioned in the question. The two possibilities are connected by the word or. Once again, you
must change the order of subject and verb.
Will you travel by train or by boat? (Possible answers: by train, by boat, dont know)

Question words
Wh question words

What

Where

When

Why

Who

Whom

Which

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Whose
How

How to ask a question using the above question words?

Question word +auxiliary verb+ subject +verb+ information
What

will

you

do

if he comes late?

Daham : What are you doing today?

Nabeel : Perhaps we could go to Juma's wedding party together.
Daham : Where shall we meet?
Nabeel : At Akkad institute .
Daham : When shall I report there?
Nabeel: At 7:00 sharp.

Asking about people and things:When we want to ask a question about things , people , places . We use question words
(interrogative)
We use question words in the following ways:
What ? ________ question about things or actions
What is that floating on the water? It is a piece of wood.
Who? __________ a question about people.
Who is coming to the meeting ? Mr Adnan is.
Who will attend the meeting ?
Where? _________ a question about location or places
Where is Mr. Daham? He is in the classroom .
When? ________ a question about time.
When shall I switch the generator ? At 10: 30 PM.
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Which ?_________ a question about choice.

Which one do like? I like the green one.
Why? ___________a question about reason .
Why should I pay for the meal? Because I have forgotten my wallet.
Whose _____ a question about possession
Whose book is this?
How ______ questions about means or methods

NEGATIVE STATEMENTS
Negative statements are made in two main ways:
1. If the statement contains an auxiliary verb, such as is or have, you usually add not or its
contracted form nt.
She is not leaving. OR She isnt leaving.
Am and may do not allow nt. Will, shall, and can have special contracted forms: wont, shant,
cant.
The same rules apply when you make a question negative.
Are they in the garden? Arent they in the garden?
Will he get the job? Wont he get the job?
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2. If the statement has no auxiliary verb, you need to make the negative using a form of do +
not/nt. Make sure that the main verb is in its basic form.
She likes swimming. She doesnt like swimming. NOT She doesnt likes swimming.
I saw a ship. I didnt see a ship. NOT I didnt saw a ship.

Chapter Two: Reading Comprehension

Directions and Example for Reading Questions
This section is designed to measure your ability to read and understand short passages. This section contains
reading passages and questions about the passages.
PROBLEM 1: Previewing ()
Research shows that it is easier to understand what you are reading if you begin with a general idea of what the
passage is about. Previewing helps you form a general idea of the topic in your mind.
To preview, read the first sentence of each paragraph and the last sentence of the passage. You should do this as
quickly as possible. Remember, you are not reading for specific information, but for an impression of the topic.
EXERCISE
DIRECTIONS: Preview the following passage Focus on the first sentence in each paragraph and the last
sentence of the passage. Can you identify the topic?
A black hole is a region of space created by the total gravitational collapse of matter. It is so intense that
nothing, not even light or radiation, can escape. In other words, it is a one way surface through which matter can
fall inward but cannot emerge.
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Some astronomers believe that a black hole may be formed when a large star collapses inward from its
own weight. So long as they are emitting heat and light into space, stars support themselves against their own
gravitational pull with the outward thermal pressure generated by heat from nuclear reactions deep in their
interiors. But if a star eventually exhausts its nuclear fuel. then its unbalanced gravitational attraction could
cause it to contract and collapse. Furthermore. it could begin to pull in surrounding matter, including nearby
comets and planets, creating a black hole.
PROBLEM 2: Reading for Main Ideas ()
By previewing, you can form a general idea of what a reading passage is about; that is, you identify the topic.
By reading for main ideas, you identify the point of view of the authorthat is, what the writer thesis is.
Specifically, what does the author propose to write about the topic? If you could reduce the reading to one
sentence, what would it be? Questions about the main idea can be worded in many ways. For example, the
following questions are all asking for the same information:
(1) What is the main idea? (2) What is the subject? (3) What would be a good title?
EXERCISE
DIRECTIONS: The main idea usually occurs at the beginning of a reading passage. Look at the first two
sentences in the following passage. Can you identify the main idea? What would be a good title for this
passage?
For more than a century, despite attacks by a few opposing scientists, Charles Darwin's theory of evolution
by natural selection has stood firm. Now, however, some respected biologists are beginning to question whether
the theory accounts for major developments such as the shift from water to land habitation. Clearly, evolution
has not proceeded steadily but has progressed by radical advances. Recent research in molecular biology,
particularly in the study of DNA, provides us with a new possibility. Not only environmental change but also
genetic codes in the underlying structure of DNA could govern evolution.
PROBLEM 3: Using Contexts for Vocabulary ()
Before you can use a context, you must understand what a context is. In English, a context is the combination of
vocabulary and grammar that surrounds a word. Context can be a sentence or a paragraph or a passage. Context
helps you make a general prediction about meaning. If you know the general meaning of a sentence, you also
know the general meaning of the words in the sentence.
Making predictions from contexts is very important when you are reading a foreign language. In this way you
can read and understand the meaning of a passage without stopping to look up every new word in a dictionary.
EXERCISE
DIRECTIONS: Read the following passage, paying close attention to the underlined words.
Can you understand their meanings from the context without using a dictionary?
At the age of sixty-six, Harland Sanders had to auction off everything he owned in order to pay his debts.
Once the successful proprietor of a large restaurant, Sanders saw his business suffer from the construction of a
new freeway that bypassed his establishment and rerouted the traffic that had formerly passed.
With an income of only $105 a month in Social Security, he packed his car with a pressure cooker, some
chickens, and sixty pounds of the seasoning that he had developed for frying chicken. He stopped at restaurants,
where he cooked chicken for owners to sample. If they liked it, he offered to show them how to cook it. Then he
sold them the seasoning and collected a royalty of four cents on each chicken they cooked. The rest is history.
Eight years later. There were 638 Kentucky Fried Chicken franchises, and Colonel Sanders had sold his
business againthis time for over two million dollars.
PROBLEM 4: Scanning for Details ()
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After reading a passage, you will be expected to answer a number of questions. Most of them are multiplechoice. First, read a question and find the important content words. Content words are usually nouns, verbs, or
adjectives. They are called content words because they contain the content or meaning of a sentence.
Next, let your eyes travel quickly over the passage for the same content words or synonyms of the words. This
is called scanning. By scanning, you can find a place in the reading passage where the answer to a question is
found. Finally, read those specific sentences carefully and choose the answer that corresponds to the meaning of
the sentences you have read.
EXERCISE
DIRECTIONS: First, read the following passage. Then, read the questions after the reading passage, and look
for the content words. Finally, scan the passage for the same words or synonyms. Can you answer the
questions?
To prepare for a career in engineering, a student must begin planning in high school. Mathematics and
science should form the core curriculum. For example, in a school where sixteen credit hours are required for
high school graduation, four should be in mathematics, one each in chemistry, biology, and physics. The
remaining credits should include four in English and at least three in the humanities and social sciences. The
average entering freshman in engineering should have achieved at least a 2.5 grade point average on a 4.0 scale
in his or her high school. Although deficiencies can be corrected during the first year, the student who needs
additional work should expect to spend five instead of four years to complete a degree.
Questions:
1. What is the average grade point for an entering freshman in engineering?
2. When should a student begin planning for a career in engineering?
3. How can a student correct deficiencies in preparation?
4. How many credits should a student have in English?
5. How many credits are required for a high school diploma?
PROBLEM 5: Making Inferences ()
Sometimes, in a reading passage, you will find a direct statement of fact. That is called evidence. But other
times, you will not find a direct statement. Then you will need to use the evidence you have to make an
inference. An inference is a logical conclusion based on evidence. It can be about the passage itself or about the
author's viewpoint.
EXERCISE
DIRECTIONS: First, read the following passage. Then, read the questions after the passage, and make
inferences. Can you find the evidence for your inference in the reading passage?
When an acid is dissolved in water, the acid molecule divides into two parts, a hydrogen ion and another ion.
An ion is an atom or a group of atoms that has an electrical charge. The charge can be either positive or
negative. If hydrochloric acid is mixed with water, for example, it divides into hydrogen ions and chlorine ions.
A strong acid ionizes to a great extent, but a weak acid does not ionize so much. The strength of an acid,
therefore, depends on how much it ionizes, not on how many hydrogen ions are produced. It is interesting that
nitric acid and sulfuric acid become greatly ionized whereas boric acid and carbonic acid do not.
Questions:
1- What kind of acid is sulfuric acid?
2- What kind of acid is boric acid?
PROBLEM 6: Identifying Exceptions ()

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After reading a passage, you will be asked to select from four possible answers the one that is NOT mentioned
in the reading.
Use your scanning skills to locate related words and phrases in the passage and the answer choices.
EXERCISE
DIRECTIONS: First, read the following passage. Then, read the question after the reading passage. Last, scan
the passage again for related words and phrases. Try to eliminate three of the choices.
All music consists of two elementsexpression and design. Expression is inexact and subjective and may
be enjoyed in a personal or instinctive way. Design, on the other hand, is exact and must be analyzed
objectively in order to be understood and appreciated. The folk song, for example, has a definite musical design
that relies on simple repetition with a definite beginning and ending. A folk song generally consists of one
stanza of music repeated for each stanza of verse.
Because of their communal and usually uncertain origin, folk songs are often popular verse set to music.
They are not always recorded and tend to be passed on in a kind of musical version of oral history. Each singer
revises and perfects the song. In part as a consequence of this continuous revision process, most folk songs are
almost perfect in their construction and design. A particular singer's interpretation of the folk song may provide
an interesting expression, but the simple design that underlies the song itself is stable and enduring.
Question:
1. All of the following are true of a folk song EXCEPT
(A) there is a clear start and finish
(B) the origin is often not known
(C) the design may change in the interpretation
(D) simple repetition is characteristic of its design
PROBLEM 7: Locating References ()
After reading a passage, you will be asked to find the antecedent of a pronoun. An antecedent is a word or
phrase to which a pronoun refers. Usually, you will be given a pronoun such as "it," "its," "them," or "their,"
and you will be asked to locate the reference word or phrase in the passage.
First, find the pronoun in the passage. Then read the sentence using the four answer choices in place of the
pronoun. The meaning of the sentence in the context of the passage will not change when you substitute the
correct antecedent.
EXERCISE
DIRECTIONS: First, find the pronoun in the following passage. Next, start reading several sentences before the
sentence in which the pronoun is found, and continue reading several sentences after it. Then, substitute the
words or phrases in the answer choices. Which one does not change the meaning of sentence?
The National Road, also known as the Cumberland Road, was constructed in the early 1800s to provide
transportation between the established commercial areas of the East and Northwest Territory. By 1818, the road
had reached Wheeling, West Virginia, 130 miles from its point of origin in Cumberland, Maryland. The cost
was a monumental thirteen thousand dollars per mile.
Upon reaching the Ohio River, the National Road became one of the major trade routes to the western states
and territories, providing Baltimore with a trade advantage over neighboring cities. In order to compete, New
York state authorized the construction of the Erie Canal, and Philadelphia initiated a transportation plan to link
it with Pittsburgh. Towns along the rivers, canals, and the new National Road became important trade centers.
Questions:
1. The word its in line 3 refers to
(A) the Northwest Territory
(B) 1818
(C) the road
(D) Wheeling, West Virginia
16

2. The word it in line 8 refers to

(A) plan
(B) construction

(C) canal

(D) transportation

PROBLEM 8: Referring to the Passage ()

After reading the passage, you will be asked to find certain information in the passage, and identify it by line
number or paragraph. First, read the question. Then refer to the line numbers and paragraph numbers in the
answer choices to scan for the information in the question.
EXERCISE
DIRECTIONS: First, read the following passage. Then, refer back to the passage. Can you find the correct
reference?
In September of 1929, traders experienced a lack of confidence in the stock market's ability to continue its
phenomenal rise. Prices fell. For many inexperienced investors, the drop produced a panic. They had all their
money tied up in the market, and they were pressed to sell before the prices fell even lower. Sell orders were
coming in so fast that the ticker tape at the New York Stock Exchange could not accommodate all the
transactions.
To try to reestablish confidence in the market, a powerful group of New York bankers agreed to pool their
funds and purchase stock above current market values. Although the buy orders were minimal, they were
counting on their reputations to restore confidence on the part of the smaller investors, thereby affecting the
number of sell orders. On Thursday, October 24, Richard Whitney, the Vice President of the New York Stock
Exchange and a broker for the J.P. Morgan Company, made the effort on their behalf. Initially, it appeared to
have been successful, then, on the following Tuesday, the crash began again and accelerated. By 1932, stocks
were worth only twenty percent of their value at the 1929 high. The results of the crash had extended into every
aspect of the economy, causing a long and painful depression, referred to in American history as the Great
Depression.
Questions:
1. Where in the passage does the author refer to the reason for the stock market crash?
2. Where in the passage does the author suggest that there was a temporary recovery in the stock market?

PROBLEM 8: Reading Faster ()

Read the following passage, using the skills you have learned. Preview, read for main ideas, and use contexts
for vocabulary. To read faster, read phrases instead of words. Try to see an entire line of text when you focus
your eyes on the passage. Scan for details and evidence. Make inferences.
Jazz is an improvisational form of music that originated in the southern United States after the Civil War.
Although its origins and history are somewhat vague, we know that it began as the musical expression of black
people who had formerly been slaves, combining hymns, spirituals, and traditional work songs into something
quite new. The style was a blend of the rhythms brought to America by the Africans who were as slave labor
and the popular music of the era that featured the ragtime piano. The term jazz itself is of obscure and possible
nonmusical origin, but it was first used to describe this particular kind of musical expression in about 1915.
A jazz band commonly includes four to twelve musicians with a relatively large proportion of the group in
the rhythm section. Customarily, there are a drummer, a bass player, and a pianist. Often there is also a banjo
player or guitarist. In traditional jazz, the clarinet, trumpet, and trombone carry the melody. In more modern
jazz, the saxophone, violin, and flute may also be included in the melody section. Some jazz bands employ a
blues singer. Most jazz is premised on the principle that an almost infinite number of variations can
accommodate themselves to a progression of chord that can be repeated indefinitely to feature an improvisation
by solo instruments or vocalists. For example, while the trumpet plays the melody, the clarinet might embellish
and invent compatible melodies around the original theme. Such improvisation is a test of the jazz musician's
skill and is referred to as tone color.
Jazz first became popular outside the United States in the 1920s when jazz bands began to record, distribute,
and even export their recordings to Europe. Since jazz is improvisational, it does not exist in the form of printed
scores, and recorded performances were and still are the best way of preserving the music. A very basic library
17

of recorded jazz would include work by such classic artists as Jelly Roll Morton, Louis Armstrong, Duke
Ellington, Count Basie, and Billie Holiday, Theirs is probably America's most unique and most important
contribution to the musical world, although a few contemporary artists are keeping the tradition alive.
Questions:
1- What is the main topic of the passage?
2- What is the meaning of the underlined word "blend" in the passage?
3- The music jazz was first heard
(a)in Europe
(b)
in Africa
(c) in south America
(d)
in North America
4- The author mentions all of the following as characteristics of jazz EXCEPT:
(a) a large number of percussion instruments
(b) a printed score for the music
(c) a melody played by the trumpet
(d) a ragtime piano

Examination Task
Q1/ Read the following passage carefully:
Harvard University researchers found that of five personal health practices smoking, physical activity,
alcohol consumption, hours of sleep, and eating behavior only one, smoking, is related to how long older
people will live. Elderly women who have never smoked cigarettes will live longer than those who have,
whereas among elderly men, there is no significant connection between health practices and mortality. The
researchers do claim, however, that although they might not live longer, older people who switch over to
healthy lifestyles will probably feel better and suffer fewer disabilities than those who continue with their
unhealthy habits.
Now attempt the following:
1. How does smoking influence the life of older people?
2. Give a suitable title to the passage.
3. In no more than three lines, summarize the main ideas of the passage using your own words.
4. Give the English meaning of the underlined word.
5. Fill the following blanks with information from the text above:
18

a-The researchers limited their study to the influence of on only on life.

b- The sample of the study included .and .
c- Feeling better and suffering fewer disabilities can be one of the benefits of .
Q2/ Read the passage carefully:
Beware of those who use the truth to deceive. When someone tells you something that is true, but leaves out
important information that should be included, he can create a false impression.
For example, someone might say, I just won a hundred dollars on the lottery. It was great. I took that dollar
ticket back to the store and turned it in for one hundred dollars!
This guys a winner, right? Maybe, maybe not. We then discover that he bought two hundred tickets, and only
one was a winner. Hes really a big loser!
He didnt say anything that was false, but he deliberately omitted important information. Thats called a halftruth. Half-truths are not technically lies, but they are just as dishonest.
Untrustworthy candidates in political campaigns often use this tactic. Lets say that during Governor Smiths
last term, her state lost one million jobs and gained three million jobs. Then she seeks another term. One of her
opponents runs an ad saying, During Governor Smiths term, the state lost one million jobs! Thats true.
However an honest statement would have been, During Governor Smiths term, the state had a net gain of two
million jobs.
Advertisers will sometimes use half-truths. Its against the law to make false claims so they try to mislead you
with the truth. An ad might boast, Nine out of ten doctors recommend Yucky Pills to cure nose pimples. It
fails to mention that they only asked ten doctors and nine of them work for the Yucky Corporation.
This kind of deception happens too often. Its a sad fact of life: Lies are lies, and sometimes the truth can lie as
well.

A/ Answer the following questions with information from the passage above.
1 . Which statement is true according to the above passage?
a. Whenever people tell the truth, they are really lying.
b. You cant trust gamblers.
c. All governors help their states.
d. The truth can be used in dishonest ways.
2. The underlined word deceive in the first paragraph is closest in meaning to
a. removing ones teeth in public
b. ignore warnings
c. fool
d. repair
3. What is the meaning of half truths?
a. telling the truth
b. giving full information
c. lying
d. giving dishonest information
19

4. According to the passage

a. half truths are good.
b. it is better not to tell the whole truth.
c. sometimes there is a lie in the truth.
d. half truth can create a good impression.
5. The man of the tickets
a. is a real winner.
b. is not a winner.
c. is a politician.
d. told the truth.
B/ Attempt the following with information from the passage above.
1. Give a suitable title to the passage.
2. In no more than three lines, summarize the main ideas of the passage using your own words.
3. Give the meaning of the underlined word omitted in the fourth paragraph.
4. What does the author want people to do?
5. The underlined pronoun It in the sixth paragraph refers to

Chapter Three: Written Conversation

1. World of computers
A- Listening
1. What is the main topic of this conversation?
A. computer sales negotiations
B. a preliminary interview
C. an Internet seminar meeting
2. From the discussion, what did Mr. Taylor probably do for his previous company?
A. He managed the sales department.
B. He gave seminars on the Internet.
C. He worked as a custodian.
3. Mr. Taylor thinks that Java is:
A. a Web page authoring program.
B. a kind of beverage.
C. a computer game software.
4. What does the man mean when he says, "We'll be in touch" at the end of the conversation?
A. He will call Mr. Taylor in the next few days.
B. He talk over their discussion with others.
C. He will not contact him for further consideration.
5. Choose the best word(s) to describe Mr. Taylor:
A. on the ball

20

B. high achiever
C. uninformed
B- Text completion
Man: Okay, Mr. Taylor, let's go ahead and begin. First of all, tell me about your last job.
Mr. Taylor: Well, as (1). on my resume, I worked for five years at Hi Tech Computers.
Man: Okay. Hi Tech. And what do you know about computer (2) and operating
systems including DOS, Windows, Macintosh OS, and UNIX?
Mr. Taylor: Umm . . . well . . . I did come in contact with computers every (3).. at
my last job.
Man: Hum! . . . And how about web site authoring skills? [Oh]. We are looking for someone to (4)
and manage our company's web site which would (5). the
development, configuration, and use of CGI scripts.
Mr. Taylor: Umm . . . uh, web page, web page. Huh . . . I don't think I've read that book, and I'm
afraid I've (6) used those CGI things.

2- Computer Sales and Repairs

A-Listening
1. What is the man's main problem with his computer?
A. It crashes a lot.
B. His computer has a virus.
C. It has a lot of junk software.
2. What is the issue with the computer warranty?
A. The warranty has expired since he bought the computer.
B. The warranty isn't valid because didn't register the computer.
C. The warranty doesn't cover software issues and problems.
3. What can we infer from the first company's response to the caller?
A. They sent the man the wrong computer in the first place.
B. The company doesn't provide warranties for their products.
C. They are understaffed to handle customer complaints.
4. Which of the following is a main selling point for the second company being advertised?
A. Their products are the newest on the market.
B. The computers are cheaper than those sold by competitors.
C. The company manufactures secure and trustworthy machines.
5. What is the name of the second company?
A. Turbo Command
B. Turvo Computers
C. Turban Camando
B- Multiple-choice
1. If companies don't ________ by developing new interesting products, they will lose business to other
competitors.
A. deserve
B. imitate
C. innovate
2. If your computer is having problems and it is still ______ warranty, then you should take it back so they can
fix it.
A. under
B. above
C. beneath
21

3. That store wasn't able to __________________ my computer's problem, so I have to take it somewhere else
where they really know how to fix things.
A. diagnose
B. freeze
C. clutter
4. My computer is _______________ a little slow today, and I'm not sure what the problem is.
A. moving
B. running
C. going
5. I've restarted this computer a ___________ times, and it still won't work right.
A. zillion
B. grillion
C. babillion
C-Matching vocabulary

(Sleek, freezes, warranty, diagnosed, running)

I hate it when my computer _________, and I then have to restart it.

My computer is still under ________, so I might take it back.
Do you know a shop where I can take my computer to have the problem __________?
How is your computer _________ these days? You said it had some problems the last time I talked to you.
That computer screen is really __________ and beautiful.
3- College Majors
A-Listening
1. Where does the conversation most likely take place?
A. in a college dormitory
B. in a unversity classroom
C. at the school's library
2. What year is the woman in college?
A. second year
B. third year
C. fourth year
3. Which statement is NOT true about her paying for college?
A. She is currently repaying student loans.
B. She has worked to earn college tuition.
C. She received a scholarship.
4. What is her future job situation?
A. She will work in her father's business after she graduates.
B. She wants to go on to graduate school the following month.
C. She hopes to have interviews with different companies soon.
5. What surprising information do we find out at the end of the conversation?
A. The woman is dating the man's business teacher.
B. Paul Jones, a college teacher, is the woman's father.
C. The man and woman are actually long-lost relatives.
B- Multiple- choice
1. He has gone to school for five years, and it has been difficult, but he only has three more
months to finish, so he can now see the light at the end of the _____________.
a. street
b. tunnel
c. river

22

2. My parents helped me _________ a number of times by paying for my rent while I was a college
student.
a. out
b. in
c. over
3. You shouldn't _________________ the teacher for not accepting your homework. You turned the
assignment in late, so it was your own fault.
a. bad-mouth
b. run over
c. talk into
4. Be sure to ______________ up an appointment to visit with your college advisor. He should be
able to help you choose classes for next semester.
a. do
b. talk
c. line
5. She is _________________ around the idea of attending college this fall.
a. batting
b. hitting
c. running
C-Matching exercise
(help out, realistic, batting around, bad-mouth, at the end of the tunnel)

Having taken college classes for eight years, she could finally see the light _____________.
You have to be ___________ about your chances of getting into that famous university.
You shouldn't ____________ other people without knowing their situations.
He's _____________ the possibility of taking summer classes so he can graduate early.
Do you think you can __________ this weekend? Mom and Dad are moving.
4- English Language Center
A-Listening
1. Which was NOT mentioned as part of the purpose of the English Language Center?
A. to help international students prepare to enter institutions of higher learning
B. to teach students how to use English in their daily lives and at work
C. to provide work opportunities for graduating students in the community
2. What is one course taught at the English Language Center?
A. business English
B. US Culture
C. TOEFL
3. If the Fall semester begins on August 29th, by what date should one apply to the program?
A. May 29th
B. June 29th
C. July 29th
4. What is the tuition for a full-time student?
A. $2030
B. $2300
C. $2013
5. Which one was NOT mentioned as part of the application packet a student must send to the
center?
A. sponsorship form
B. high school transcripts
C. application fee

23

B- Matching Vocabulary
(Attending, deadline, literacy, content-based classes, apply)

Our program offers ____________ so you can study other subjects like business and computer as you improve
your English.
If we improve __________ throughout the country, people will become more informed about the political
process in their country.
Where are you ___________ school this semester?
The ____________ to turn in this assignment is Friday.
Don't forget to ___________ for financial aid by the end of the month.
5-New York Travel
A-Listening
1. What time does the plane depart?
A. 6:00 AM
B. 7:30 AM
C. 9:00 AM
2. How will the group get to the hotel from the airport?
A. They will take taxis.
B. They will ride the subway.
C. They will be going by bus.
3. About what time does the hotel restaurant open?
A. 6:00 AM
B. 7:00 AM
C. 8:00 AM
4. What is the group planning to do around Times Square for about an hour?
A. They're going to have lunch.
B. They will have time to do some shopping.
C. They will be having a tour of the area.
5. What are they going to do after dinner?
A. The group is going to watch a musical.
B. They will catch an exciting movie.
C. They will be attending a broadway play.
B-Multiple- choice
1. I feel very _______________ that my parents are going to pay for my trip. I can't wait to go.
a unhappy
b fortunate
c depressed
2. I have enough money to ________________ my airfare.
a do
b cover
c save
3. Do you want to go ______________ around the park? It only takes about an hour to run the whole
course.
a walking
b swimming
c jogging
4. The bus ______________ at 8:30 AM, so don't be late. I don't want to leave anyone behind.
a rides
b flies
c departs

24

5. We're going to take a _____________ across the bay. You'll love the trip as you cross the open
water. The ride only costs $10 per person.
a ferry
b bus
c tax
C-Matching Vocabulary

(Ferry, fortunate, catch, leaves, itinerary)

1. You should look over the trip _____________ before we leave to the airport.

We are very ______________ to have the time to travel.

Our plane ____________ at 3:20 PM. Please don't be late.
You can ____________ the movie tonight at 8:00 PM.
The _____________ will take you across the river to the other side.

Chapter Four: Language functions and related language structures

The different functions of language have different linguistic demands. Each function has its own typical
language structures.
EVALUATING YOURSELF:
This worked well / was effective because.
I did this well because.
It would have been better if I..
This could be improved by.
Progress is /is not evident because
This succeeds because--SEEKING ASSISTANCE
Can I have help with..?
Would you help me to..?
I need help with
Please assist me
Please lend a hand with---25

APOLOGISING
Sorry.
Im sorry for.
I regret
Please forgive me for - ---I apologise for -----Pardon me.
Excuse me.
I beg your pardon.
AGREEING/DISAGREEING
I accept /dont accept
This is correct/incorrect/
That is right /wrong ..
I agree /disagree with that because..
I dont agree with you because..
This is incorrect because

ASKING PERMISSION REQUESTS

Can I..?
May I.?
Would it be possible for me..?
Is it all right if.?
Would it be ok if?
Do you mind if I-----?
I request----- Please let/permit/allow me to
Would you agree to------

I concur /dont concur

EXPLAINING
This happens because
This can be explained by
When this
then that
The results show that
It is evident that------.
The reason for this is-.
This causes-to happen which results in---This works by----

CLASSIFYING
These go together because--These objects are similar because-----The common feature of this set is-------The criteria we used for this group is----We classified these by-------

PREDICTION HYPOTHESIS
We will probably see--- because-----.
The result of this will be-----.
If..then.
I predict..
I would expect
It is likely that
Because-----this will happen.

GENERALISING
Usually/mostly
In most cases
Normally
In general
As a rule By and large/ On average

OBSERVATION
I noticed that.
I observed.
I saw
It was evident that
I discerned
I perceived that
I became aware of
COMMANDING
I insist that.!
Do this!
I command you to---!
You must---!
At once-----!
I order-----!
I decree----!
I demand----! (At once!)

SEQUENCE
First of all
Next
Then we
After that
Meanwhile
After a while
Afterwards
Finally
At last
INQUIRY
26

DENIAL

How can.?
Would/could/ should----?
What do you think of.?
How do you feel about?
Whats your opinion of.?
What is your view of?
What would happen if..?
Do you think---?
Can---?
May----?
PREFERENCE
I prefer..because
I would prefer it if.
This is better than- becauseI favour--I incline towardsmore than
I appreciate/enjoy/like- -more
This is not as good as

OBLIGATION
I ought to
I shouldso that
Id betterbecause
Im obliged tobecause.
I have to/must
I have no option/choice but
My duty requires me to --I am committed to--I am required byto--My responsibility is to----therefore I
must---REFUSAL
No!
Absolutely not!
I cant/ wont/shant because--I dont wish to because
I am unable to because---I would if I could but--Unfortunately this is not possible
27

It wasnt me!
It is not possible becauseThere must be a misunderstanding as
I dont admit to!
I deny this...!
I wasnt involved in/with.
This has nothing to do with me---!
I reject/deny/refute the accusation!
I am hopeful that.
Wouldnt it be wonderful/great/if
I would really like/fancy ..?
I want/wish I desire It is my wish/desire
EXPRESSING POSITION
My opinion is..
My view is..
I believe that----My position on this is
My attitude is--My outlook is--Personally I believe----

SUGGESTIONS CRITICAL FEEDBACK

The successful features of this are---It would be better if.
In future you could---This could be improved by-It will work better when--It was good when---I really liked the part where
This worked here why dont you do it again
with----?
Another way of doing that might be
Have you thought about--?
DEDUCTION
Putting every thing together the answer must
be
There is a pattern which suggests that---Looking at all the clues the answer must be
Logic suggests that---

because----Sorry.
WARNING OF CONSEQUENCE
If this----then !
The consequence of this will be
If you continue ---will !
The penalty/price for----is----!
Dont or else!
The outcome/result of---will beYou will pay for--- with----!

INFERENCE
Reading between the lines
While nobody actually said this--It is clear/the inference is that
The words say one thing but the
pictures/actions /expressions tell us that---Body language makes it clear that--Nobody said anything but we all understood
from/because of the--- that-

COMPARING?CONTRASTING
Its much (better, longer, further etc)
The are by far the ..
Less than More than Better than Worse than Best/worst

Chapter Fife: Writing

The Sentence

A sentence is a group of words that expresses a complete thought.

A sentence names someone or something and tells what that person or thing is or does.
Example:
Sam went to the store.
While a group of words that do not express a complete thought cant be considered a sentence.
Example:
Spent hours in gift shops.(Who?)
Lets practice a sentence or not?
- My family visited many places this year.
- Going to the house.
- Make things by hand.
- Machines change peoples lives.
- I love to watch movies.
Notice-dont forget that a sentence always begins with a capital letter and ends with an end mark, a dot.
Firstly, according to the form or the structure a sentence can be classified into:
Simple, Compound and Complex Sentences.
A- Simple Sentences
28

Simple sentences have one verb and one action.

The man walked home.
The tall man with a beard walked home in the pouring rain
B- Compound Sentences
Compound sentences have two verbs and are joined together by a conjunction (FANBOYS: for, and, nor, but,
or, yet, so), both parts of the sentence make sense on their own.
The dog barked and it woke the baby.
I opened the door so she could come inside.
C- Complex Sentences
Complex sentences can have more than one verb. They usually have conjunctions like, if, when, because,
whenever etc .They have a main clause and subordinate clause. The subordinate clause cannot work without
the main clause.
The baby woke up when the doorbell rang
I can't help you if you can't tell me what's wrong
Exercises
Read the following sentence and decide if they are simple, compound or complex.
1. The boy at his lunch.
2. The unhappy boy with no shoes ate his tiny lunch on the door step in the rain.
3. After dinner, the baby woke up his mother with a loud yell.
4. The dog barked and the baby woke up
5. The police caught them and put them in jail.
6. She lived in Hull for many years but she didn't like it.
7. The dog barked because it was lonely
8. Because the dog barked, the baby woke up
9. The dog barked until the baby woke up
10. I was very happy when I first came to Hull.
Write three simple sentences
1. ___________________________________________________
2. ___________________________________________________
3. ___________________________________________________
Write three compound sentences
1. ___________________________________________________
2. ___________________________________________________
3. ___________________________________________________
Write three complex sentences
1. ___________________________________________________
2. ___________________________________________________
3. ___________________________________________________
Secondly, according to the function a sentence can be classified into:
1. Declarative- (.), it makes a statement,
- I love to watch old movies.
2. Interrogative- (?), it asks a question
- What kind of candy do you like?
3. Imperative- (.), it gives a command, order, etc.,
- Go get the paper off the porch.
29

4. Exclamatory- (!), it shows strong feeling or emotions,

- What a beautiful view it is!
5- Conditional- it contains a condition and a result.
- If you pass the test, Ill give you a gift.
Ways to join the sentences
the conjunction are words used to join different sentences. In the exercises that follow we will practice some of
the main ways in which different ideas can be joined to make complete sentences.
The main conjunctions used to form compound sentences are: and, but, yet, so, both..and, either..or,
neither.nor, not only..but
- Both my wife and I went out early yesterday.
- We will have either to wait for them or to leave a message.
- He neither took my advice nor his father advice.
Now practice
1- He was in Italy last year. Now he has returned home. (but)
2- He told me to leave. He told me never to call again. (not onlybut)
3-I have often invited here. He has never come. (yet)
4-He did not tell me the truth. I misunderstood him.(either .or)
5-I forget my umbrella. I had to return home. (so)
To make complex sentences we use the following relative pronouns (who, whom, which, whose, that)
- The man whom you saw yesterday is my brother
- He has received the money which I sent him.
- The men who will be playing on Saturday all belong to our local club
- This is the house that jack built.
- It is Ahmed whose money got stolen yesterday.
Now practice
1- Mr. John bought a new house. He has furnished it beautifully.
2- There were a lot of people at the party. I had not met them before.
3- I have a few relatives. They live in the country.
4- The man had to pay a fine. His car was parked on the wrong side of the road.
5- He is a lazy student. I can never depend on him.
We use the following ways to include questions in sentences, note that in an indirect question the subject must
be placed before the verb:
- I cannot remember where I left my coat.
- He asked me when my brother would arrive.
- You did not tell me how much this shirt cost.
Now practice
1- Why did he refuse to see me? You must find out.
2- How did you find out my address? Please tell me.
3- Did he leave the firm? Ask him why.
4- How did he recognize you? I cant understand it.
5- What time does the train arrive? No one seems to know.
Other junctions are used to give reasons or for justifications are (as, since, because, now that, so.that,
such.that, to, in order to, so as to, etc..).
Study these examples:
30

- We didnt expect you because you did not let us know you were coming
- Now that it has stopped raining, I shall not have to take an umbrella.
- You had better not stay too long as I have a lot of work to do.
- The little boy hid behind the door in order that his aunt might not see him.
Now practice
1- He was so glad to see me. He asked me to stay the night.
2- It is raining heavily. I will not go out.
3- He is sure to pass his examination. He has worked so hard.
4- He is so shy person. He dislikes talking to strangers.
5- The thief drove quickly out of the town. He did not want the police to catch him.
6- He went into the room quietly. He did not want to disturb his brother who was asleep.
Finally we can use the following to join the sentences:
although, even though, however, even if, in spite of, etc..)
- Although I wrote to him several times, I received no answer.
- He still not good enough for the football team in spite of his good skills in football.
- We are determined to get there; however, it is far away.
- The journey takes too long even if you go by plane.
Now practice
1- We are going on an excursion. The weather is bad.
2- He speaks English so well. He has never been to France.
3- I should not work for him if I were you. It does not matter if he offers you a big salary.
4- I still think the film is poor. It does not matter so many people enjoyed it.
5- I am sure he wont come. It does matter how long you wait.
What is the Paragraph:
If you look at any printed prose book, you will see that each chapter is divided up into sections, the first
line of each being indented slightly to the right. These sections are called paragraphs. Chapters, essays and other
prose compositions are broken up to paragraphs; to make the reading of them easier, for the beginning of a new
paragraph marks a change of topic, or a step in the development of an argument of a story. In writing essays or
other compositions, it is important to know how to divide them properly into paragraphs; for an essay not so
broken up, looks uninteresting and is not easy to read.
A paragraph is a number of sentences grouped together and relating to one topic; or, a group of related
sentences that develop a single point.
These definitions show that the paragraphs of a composition are not arbitrary divisions. The division of a
chapter into paragraphs must be made according to the changes of ideas introduced. There is, therefore, no rule
as to the length of paragraphs. They may be short or long according to the necessity of the case. A paragraph
may consist of a single sentence or of many sentences.
Principles of Paragraph Structure:
1- Unity- Just as each sentence deals with one thought, each paragraph must deal with one topic or idea- and
with no more than one. In writing an essay, for example, every head, and every sub-head, should its own
paragraph to itself. And every sentence in a paragraph must be closely connected with the main topic of the
paragraph. The paragraph and every part of it must be the expression of one topic. The topic, theme or subject
of a paragraph is very often expressed in one sentence of the paragraph-generally the first. This sentence is
31

called the controlling or topical sentence because it states the topic or the key-sentence as it unlocks or opens
the subject to be dealt with in the paragraph.
2- Order- that is, logical sequence of thought or development of the subject. Events must be related in the
order of their occurrence, and all ideas should be connected with the leading idea and arranged according to
their importance or order.
Note- the two most important sentences in the paragraph are the first and last. The first, which should contain
controlling idea, should arouse the interest of the reader; and the last should satisfy it. The first sentence states
the topica fact, a statement, or a proposition; the last should bring the whole paragraph on this topic to a
conclusion, or summing up.
3- Variety- by which is meant that, to avoid monotony, the paragraph of a composition should be of different
length, and not always of the same sentence composition.
To sum up, the essentials of a good paragraph construction are:
12345-

Unity.
A good topical sentence.
Logical sequence of thought.
Variety.
A full and rounded final sentence in conclusion.

The Structure of a Good Paragraph:

A good paragraph is a unit of information unified by a controlling idea. The paragraph is a good one
only if the reader completely understands the unit of information it contains and if its controlling idea is
completely developed. The controlling ideal is the central idea that is developed in a paragraph. Therefore, the
controlling idea is the summary of all the information contained in its paragraph. Consequently, no information
that cannot be summarized by the controlling idea can be included in a paragraph. Thus, the controlling idea is a
restricting idea because it limits the information that can be included in its paragraph. It must be completely
developed and explained in its paragraph. Having read a paragraph, the reader should not have to ask questions
that should have been answered in that paragraph.
For example, read the following paragraph:
there are three reasons why john is not going to university. In the first place, his father is dead if john went to
university, his mother would be left all alone. She has a few friends, but they do not live very near, and she
would probably have to spend most evenings alone. Consequently, although john wants to go to university very
much, he is going to get a job near home instead.(only one reason is given)
Since the controlling idea restricts the information that can be included in the paragraph, it follows that the
writer must exclude information that does not develop the controlling idea and include only the information that
does develop it.
For example the controlling idea:

32

 I heard some good news from Mary Smith last week should only include information about it i.e. (good
news from Mary last week).
The sentence which contains the controlling idea is called topic sentence because it contains the idea or topic
that is developed and explained in the rest of the paragraph. This sentence may be found in any position in a
paragraph: at the beginning, in the middle, or at the end. A topic sentence containing the controlling idea
provides a clear guide both to the writer and to the reader to what is relevant to be included in a paragraph and
what is irrelevant to be excluded from it.
Sometimes the controlling idea of a paragraph is not stated in a single sentence. Consequently, there may not be
a sentence that can be described as the topic sentence; it is called an implied controlling idea. Perhaps with an
implied controlling idea very frequently occur in an essay or a letter.
John gets up at six-thirty in the morning. At seven-twenty he eats breakfast. At eight oclock he goes to work.
John gets back from work at five-forty. In the evening he watches TV or visits his friends. He usually goes to bed
around eleven.
Major and Minor Sentences:
With exception to the controlling idea, each sentence in a good paragraph can be classified into one of two
groups: major support sentences or minor support sentences.
1- Major Support Sentences
They have only one job, they develop the controlling idea of a paragraph by telling the reader something new or
different about that idea. They directly support the controlling idea by making that idea more easily understood.
2- Minor Support Sentences
They have two functions:
a- they develop their major support sentences by telling the reader something new or different about
these sentences, and
b- at the same time they help their major support sentences to develop the controlling idea. They directly
support their major sentences by making them easily understood. They indirectly support the controlling
idea of the paragraph by helping their major support sentences make that idea more easily understood.
Therefore, minor support sentences must be closely related both to their major support sentences and to
controlling idea of the paragraph. Minors support sentences are essential to the readers understanding of
the paragraph.
Now study the following paragraph:
Whites is a good drugstore. It is very modern and clean inside. Drugstores should always be clean.
Housewives like to sit, have tea, coffee, or a soft drink, and gossip there after shopping. Whites is a good place
to buy soap, razor blades, shaving cream, toothbrushes, tooth-paste, and other toilet article. There is always a
large choice, and the prices are always reasonable.

Essay Sample:
Short essay on the importance of Mathematics
It is said that Mathematics is the gate and key of the Science. According to the
famous Philosopher Kant, "A Science is exact only in so far as it employs Mathematics".
So, all scientific education which does not commence with Mathematics is said to be
defective at its foundation. Neglect of mathematics works injury to all knowledge.
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One who is ignorant of mathematics cannot know other things of the World. Again,
what is worse, who are thus ignorant are unable to perceive their own ignorance and do
not seek any remedy. So Kant says, "A natural Science is a Science in so far as it is
mathematical". And Mathematics has played a very important role in building up modern
Civilization by perfecting all Science.
In this modern age of Science and Technology, emphasis is given on Science such
as Physics, Chemistry, Biology, Medicine and Engineering. Mathematics, which is a
Science by any criterion, also is an efficient and necessary tool being employed by all
these Sciences. As a matter of fact, all these Sciences progress only with the aid of
Mathematics. So it is aptly remarked, "Mathematics is a Science of all Sciences and art of
all arts."
Mathematics is a creation of human mind concerned chiefly with ideas, processes
and reasoning. It is much more than Arithmetic, more than Algebra more than Geometry.
Also it is much more than Trigonometry, Statistics, and Calculus.
Mathematics includes all of them. Primarily mathematics is a way of thinking, a
way of organizing a logical proof. As a way reasoning, it gives an insight into the power of
human mind, so this forms a very valuable discipline of teaching-learning programmes of
school subjects everywhere in the world of curious children. So the pedagogy of
Mathematics should very carefully be built in different levels of school education.
In the pedagogical study of mathematics we mainly concern ourselves with two
things; the manner in which the subject matter is arranged or the method the way in
which it is presented to the pupils or the mode of presentation. Mathematics is intimately
connected with everyday life and necessary to successful conduct of affairs. It is an
instrument of education found to be in conformity with the needs of human mind.
Teaching of mathematics has its aims and objectives to be incorporated in the
school curricula. If and when Mathematics is removed, the back-bone of our material
civilization would collapse. So is the importance of Mathematics and its pedagogic.

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