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Djibouti Arabic-language foundations (BEF, legacy BEPC label) study materials
Djibouti Arabic-language foundations (BEF, legacy BEPC label) study resources

Djibouti Arabic-language foundations (BEF, legacy BEPC label) practice questions

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Question 1Arabic grammar, morphology and rhetoric

In Arabic grammar (Nahw), what is the syntactic function (I'rab) and case marking of the word 'al-ilmu' (العِلْمُ) in the nominal sentence 'al-ilmu noorun' (العِلْمُ نُورٌ)?

  1. Mubtada' (subject) in the nominative case (marfoo') marked with a dammah Correct answer.
  2. Khabar (predicate) in the accusative case (mansoob) marked with a fatha
  3. Fa'il (agent) in the nominative case (marfoo') marked with a sukoon
  4. Maf'ool bihi (direct object) in the genitive case (majroor) marked with a kasrah

Explanation

In a basic Arabic nominal sentence (jumla ismiyyah), the sentence begins with the subject known as the Mubtada' (المبتدأ). The Mubtada' is inherently in the nominative case (marfoo') and takes an apparent dammah on its final consonant when it is a singular noun.

Question 2Arabic grammar, morphology and rhetoric

Which grammatical transformation occurs when the abrogating particle 'Inna' (إِنَّ) or one of its sisters enters a nominal sentence?

  1. It makes the Mubtada' accusative (mansoob) as its Ism and leaves the Khabar nominative (marfoo') Correct answer.
  2. It makes both the Mubtada' and the Khabar accusative (mansoob)
  3. It makes the Mubtada' nominative (marfoo') and the Khabar accusative (mansoob)
  4. It puts both the Mubtada' and the Khabar into the jussive state (majzoom)

Explanation

'Inna' and its sisters (إِنَّ وأخواتها) are accusatival particles (huroof nasikhah) that govern a nominal sentence by placing the subject into the accusative case as Ism Inna (اسم إنَّ منصوب) while maintaining the predicate in the nominative case as Khabar Inna (خبر إنَّ مرفوع).

Question 3Arabic grammar, morphology and rhetoric

In the sentence 'Kaana al-jawwu saafiyan' (كَانَ الجَوُّ صَافِياً), how is the word 'saafiyan' grammatically parsed?

  1. Khabar Kaana in the accusative case (mansoob) with an apparent fatha Correct answer.
  2. Ism Kaana in the nominative case (marfoo') with a dammah
  3. Maf'ool mutlaq in the accusative case (mansoob)
  4. Hal (circumstantial qualifier) in the genitive case (majroor)

Explanation

The deficient verb 'Kaana' (كَانَ) leaves its subject (al-jawwu) in the nominative case as Ism Kaana and changes its predicate (saafiyan) to the accusative case as Khabar Kaana (خبر كان منصوب بالفتحة).

Question 4Arabic grammar, morphology and rhetoric

Which of the following sentences contains a cognate accusative (Maf'ool Mutlaq / مَفْعُول مُطْلَق) used for emphasis?

  1. Darasa at-tilmeedhu ad-darsa diraasatan (دَرَسَ التِّلْمِيذُ الدَّرْسَ دِرَاسَةً) Correct answer.
  2. Waqafa al-mu'allimu bajanibi as-saboorati (وَقَفَ المُعَلِّمُ بِجَانِبِ السَّبُّورَةِ)
  3. Saafara ar-rajulu laylan (سَافَرَ الرَّجُلُ لَيْلاً)
  4. Qara'a at-talibu talaban lil-'ilmi (قَرَأَ الطَّالِبُ طَلَباً لِلْعِلْمِ)

Explanation

A Maf'ool Mutlaq is a verbal noun (masdar) derived from the same root as the governing verb. In 'darasa ... diraasatan', 'diraasatan' is directly derived from 'darasa' to emphasize the occurrence of the studying.

Question 5Arabic grammar, morphology and rhetoric

What is the syntactic role of the word 'raghbatan' (رَغْبَةً) in the sentence: 'Yajtahidu at-talibu raghbatan fee an-najaahi' (يَجْتَهِدُ الطَّالِبُ رَغْبَةً فِي النَّجَاحِ)?

  1. Maf'ool li-ajlihi (accusative of purpose) explaining why the action was performed Correct answer.
  2. Maf'ool bihi (direct object) receiving the action of the verb
  3. Zarf makan (adverb of place) indicating where the action occurred
  4. Na't (adjective) modifying the subject

Explanation

A Maf'ool li-ajlihi (مفعول لأجله) is an accusative verbal noun mentioned to explain the motive, cause, or underlying purpose of the action. The student strives 'out of desire' (raghbatan) for success.

Question 6Arabic grammar, morphology and rhetoric

In Arabic morphology (Sarf), what is the weight (Wazn) of the active participle (Ism al-Fa'il) derived from a standard triliteral root (Fi'l Thulathi Mujarrad), such as 'kataba' (كَتَبَ)?

  1. Faa'il (فَاعِل) - Kaatib (كَاتِب) Correct answer.
  2. Maf'ool (مَفْعُول) - Maktoob (مَكْتُوب)
  3. Muf'il (مُفْعِل) - Muktib (مُكْتِب)
  4. Fa'eel (فَعِيل) - Kateeb (كَتِيب)

Explanation

For any three-letter base verb (thulathi mujarrad), the active participle (Ism al-Fa'il) is formed on the standard metric pattern of Faa'il (فَاعِل), yielding 'Kaatib' (writer) from 'kataba' (to write).

Question 7Arabic grammar, morphology and rhetoric

How is the passive participle (Ism al-Maf'ool) systematically derived from a non-triliteral verb (Fi'l Ghayr Thulathi), such as 'istakhraja' (اسْتَخْرَجَ)?

  1. By replacing the present tense prefix with a dammah-bearing 'meem' (مُ) and placing a fatha on the penultimate letter: Mustakhraj (مُسْتَخْرَج) Correct answer.
  2. By placing a kasrah on the penultimate letter: Mustakhrij (مُسْتَخْرِج)
  3. By placing the root directly onto the pattern of Maf'ool (مَفْعُول)
  4. By prefixing the root with 'Ta' (تَ) and lengthening the medial vowel

Explanation

To form the passive participle from a derived verb (Form II through X), convert the verb to its present tense (yastakhriju), replace the imperfect marker with a 'Mu-' (مُـ), and ensure the letter before the last has a fatha (Mustakhraj). A kasrah would create the active participle (Mustakhrij).

Question 8Arabic grammar, morphology and rhetoric

Which of the following morphological noun forms represents an instrument noun (Ism Aalah / اسْم آلَة)?

  1. Miftaah (مِفْتَاح - key) on the pattern Mif'aal (مِفْعَال) Correct answer.
  2. Madiyyah (مَضِيَّة - passage) on the pattern Fa'eelah
  3. Madrasah (مَدْرَسَة - school) on the pattern Maf'alah
  4. Maw'id (مَوْعِد - appointment) on the pattern Maf'il

Explanation

An Ism Aalah (noun of instrument) designates the physical tool used to perform an action. Standard classical patterns include Mif'aal (مِفْعَال) as in 'Miftaah' (tool for opening / key), Mif'al (مِفْعَل) as in 'Mibrad' (file), and Mif'alah (مِفْعَلَة) as in 'Miknasah' (broom).

Question 9Arabic grammar, morphology and rhetoric

According to standard Arabic orthography (Imla'), when is the middle hamza (al-hamzah al-mutawassitah) written on an 'Alif (أ)?

  1. When the hamza carries a fatha and the preceding letter has a sukoon (as in 'mas'alah' / مَسْأَلَة) Correct answer.
  2. When the hamza or the preceding letter carries a dammah
  3. When either the hamza or the preceding letter carries a kasrah
  4. Exclusively when it occurs at the end of a quadriliteral verb

Explanation

The orthography of the medial hamza is determined by comparing the vowel on the hamza with the vowel of the preceding consonant according to strength: Kasrah > Dammah > Fatha > Sukoon. When the prevailing vowel is Fatha (against Sukoon or Fatha), the hamza is written over an Alif (أ), as seen in 'mas'alah' (مَسْأَلَة) and 'sa'ala' (سَأَلَ).

Question 10Arabic grammar, morphology and rhetoric

Which of the following words correctly demonstrates Hamzat al-Wasl (هَمْزَة الوَصْل)?

  1. Ism (اسْم - name) Correct answer.
  2. Ahmad (أَحْمَد - Ahmad)
  3. Ikhwa (إِخْوَة - brothers)
  4. Arsala (أَرْسَلَ - he sent)

Explanation

Hamzat al-Wasl is pronounced only when beginning an utterance and dropped in continuous speech without written diacritical hamza above or below the Alif. Classical exceptional nouns that take Hamzat al-Wasl include 'Ism' (اسْم), 'Ibn' (ابْن), 'Ibnah' (ابْنَة), and 'Imru'' (امْرُؤ).

Question 11Arabic grammar, morphology and rhetoric

When is a terminal 'Taa' written as 'Taa Maftoohah' (open 't' / ت) rather than 'Taa Marbootah' (tied 't' / ة)?

  1. In the sound feminine plural (Jam' Mu'annath Salim), such as 'Mu'allimaat' (مُعَلِّمَات) Correct answer.
  2. In singular feminine nouns when preceded by a fatha, such as 'Madrasah' (مَدْرَسَة)
  3. In singular masculine proper names ending in 'ah', such as 'Hamzah' (حَمْزَة)
  4. In broken plural patterns ending with an unvoweled 'h', such as 'Qudaah' (قُضَاة)

Explanation

Taa Maftoohah (ت) is mandatory in specific grammatical structures, notably the sound feminine plural ending '-aat' (مُعَلِّمَات), at the end of verb stems (e.g., fa'alat / dharabtu), and in triliteral nouns with a quiescent middle letter (e.g., bayt, bint, waqt).

Question 12Arabic grammar, morphology and rhetoric

What is the function of the five verbs (al-Af'aal al-Khamsah / الأَفْعَال الخَمْسَة) in Arabic syntax, and how are they made jussive (majzoom)?

  1. They are present tense verbs connected to the dual Alif, plural Waw, or feminine Yaa, and their jussive case is marked by deleting the final Noon (حذف النون) Correct answer.
  2. They are five specific irregular verbs whose jussive is marked by adding a terminal Waw
  3. They are verbs of exception whose jussive is indicated by a fatha
  4. They are defective verbs whose jussive case is marked by doubling the middle radical

Explanation

Al-Af'aal al-Khamsah (الأفعال الخمسة) are present-tense forms ending in an affix pronoun: yaf'alaan, taf'alaan, yaf'aloon, taf'aloon, and taf'aleen. They are elevated (marfoo') by the presence of Noon (ثبوت النون) and rendered accusative (mansoob) or jussive (majzoom) by the elision of Noon (حذف النون).

Question 13Arabic grammar, morphology and rhetoric

What is the grammatical rule for the vocative noun (al-Munada / المُنَادَى) when it occurs as a construct noun (Mudhaf / مُضَاف), as in 'Yaa Taaliba al-'ilmi' (يَا طَالِبَ العِلْمِ)?

  1. It must be in the accusative case (mansoob) marked with an apparent fatha Correct answer.
  2. It is constructed on the dammah in the place of a nominative noun
  3. It must take a permanent kasrah due to the vocative particle
  4. It is put into the jussive state (majzoom)

Explanation

When the Munada (the noun called after a vocative particle like 'Yaa') is in an annexation structure (Mudhaf), resembles an annexation (Shabeeh bil-Mudhaf), or is an unspecified indefinite noun (Nakirah Ghayr Maqsoodah), it is grammatically governed in the accusative case (Munada mansoob).

Question 14Arabic grammar, morphology and rhetoric

In the exception sentence 'Hadara at-tullaabu illaa Zaydan' (حَضَرَ الطُّلابُ إِلا زَيْداً), why is 'Zaydan' in the accusative case?

  1. Because the speech is affirmative and complete (Kalaam Taamm Moojab) Correct answer.
  2. Because the sentence begins with an interrogative particle
  3. Because 'Zaydan' functions as the agent of the verb 'Hadara'
  4. Because 'illaa' is functioning as an abrogating verb like 'Kaana'

Explanation

In classical Arabic grammar of exception (Istithna'), when the sentence contains the entity excepted from (al-Mustathna minhu is present -> Taamm) and contains no negation or prohibition (Moojab), the excepted noun following 'illaa' must be accusative (Wujoob an-Nasb).

Question 15Arabic grammar, morphology and rhetoric

In which sentence does a definite noun immediately after a demonstrative function as Badal (بَدَل) and share the demonstrative's grammatical case?

  1. NajaHa haadha at-talmidhu (نَجَحَ هَذَا التِّلْمِيذُ) Correct answer.
  2. Haadha tilmeedhun najeebun (هَذَا تِلْمِيذٌ نَجِيبٌ)
  3. Inna al-amra sahlun (إِنَّ الأَمْرَ سَهْلٌ)
  4. Ra'aytu tilmeedhan mukhtalifan (رَأَيْتُ تِلْمِيذاً مُخْتَلِفاً)

Explanation

In 'NajaHa haadha at-talmidhu', the definite noun 'at-talmidhu' immediately follows the demonstrative and names the same referent. It is therefore parsed as Badal and follows the demonstrative's nominative case.

Question 16Arabic grammar, morphology and rhetoric

What is the syntactic difference between 'Na't Haqeeqi' (real adjective) and 'Na't Sababi' (causal/relational adjective)?

  1. Na't Haqeeqi describes an inherent attribute of the preceding noun, whereas Na't Sababi describes an attribute of a following noun linked to the antecedent by a pronoun Correct answer.
  2. Na't Haqeeqi is always indefinite, while Na't Sababi must always be a proper noun
  3. Na't Haqeeqi only modifies plural inanimate nouns, while Na't Sababi modifies human agents
  4. Na't Sababi precedes the verb, while Na't Haqeeqi follows the object

Explanation

A Na't Haqeeqi describes the preceding qualified noun directly (e.g., 'ja'a ar-rajulu al-kareemu'). A Na't Sababi qualifies a noun that appears after it, which possesses a pronoun referring back to the antecedent (e.g., 'ja'a ar-rajulu al-kareemu aboohu' - the man whose father is noble arrived).

Question 17Arabic grammar, morphology and rhetoric

What is the grammatical term for the noun that clarifies the ambiguity of a preceding measurement, number, or vague sentence, taking the accusative case, as in 'Ishtaraytu kilooghraaman burtuqaalan' (اشْتَرَيْتُ كِيلُوغْرَاماً بُرْتُقَالاً)?

  1. Tamyeez (تَمْيِيز - specification / disambiguation) Correct answer.
  2. Hal (حَال - circumstantial qualifier of state)
  3. Maf'ool feehi (مَفْعُول فِيهِ - adverbial of time/space)
  4. Badal ba'd min kul (بَدَل بَعْض مِنْ كُلّ - part-of-whole appositive)

Explanation

Tamyeez (التمييز) is an indefinite, accusative noun that removes the vagueness from a preceding quantified word (such as weight, volume, measure, distance, or number). Here, 'burtuqaalan' specifies exactly what the kilogram consists of.

Question 18Arabic grammar, morphology and rhetoric

Which of the following numbers (al-'Adad) agrees with the counted noun (al-Ma'dood) in gender according to standard Arabic rules?

  1. The numbers 1 and 2 (Wahid and Ithnan) Correct answer.
  2. The numbers 3 through 9
  3. The tens numbers from 20 to 90 (Alfaz al-'Uqood)
  4. The number 10 when used alone as a single digit

Explanation

In Arabic numerical syntax, the numbers 1 (Wahid) and 2 (Ithnan) agree with the counted noun in both gender and grammatical case, acting as adjectives following the noun (e.g., qalamun wahidun, risalatun wahidatun).

Question 19Arabic grammar, morphology and rhetoric

What is the grammatical state of the counted noun (Ma'dood) following the numbers from 11 to 99?

  1. Singular and accusative (Mufrad Mansoob) parsed as Tamyeez Correct answer.
  2. Plural and genitive (Jam' Majroor) parsed as Mudhaf Ilayhi
  3. Singular and nominative (Mufrad Marfoo') parsed as Fa'il
  4. Dual and genitive (Muthanna Majroor)

Explanation

For all cardinal numbers from 11 to 99, the counted noun (Ma'dood) must appear in the singular form and in the accusative case, syntactically functioning as a Tamyeez (e.g., 'Ithna 'ashara kawkaban' / اثْنَا عَشَرَ كَوْكَباً).

Question 20Arabic grammar, morphology and rhetoric

In morphology, what is the meaning conveyed by the derived verbal Form III (Faa'ala / فَاعَلَ), as in 'Jaalasa' (جَالَسَ) or 'Saabaqa' (سَابَقَ)?

  1. Participation and reciprocal interaction (al-Musharakah) Correct answer.
  2. Pretending or feigning a state (at-Takalluf)
  3. Inchoative entering into a time or place (ad-Dukhool fee ash-Shay')
  4. Transforming a transitive verb into an intransitive reflexive verb (al-Mutawa'ah)

Explanation

Form III (Faa'ala) fundamentally denotes interaction, mutuality, or striving with someone else (al-Musharakah bayna ithnayn), such as 'saabaqa' (to race against someone) or 'kaataba' (to correspond with someone).

Question 21Arabic grammar, morphology and rhetoric

What is the verbal noun (Masdar) of the Form II derived verb 'Qaddama' (قَدَّمَ)?

  1. Taqdeem (تَقْدِيم) Correct answer.
  2. Iqdaam (إِقْدَام)
  3. Muqaddamah (مُقَدِّمَة)
  4. Taqaddum (تَقَدُّم)

Explanation

The regular verbal noun (Masdar Qiyasi) for Form II verbs (Fa''ala / فَعَّلَ) is formed on the metric pattern of Taf'eel (تَفْعِيل), producing 'Taqdeem' (تَقْدِيم) from 'Qaddama'.

Question 22Arabic grammar, morphology and rhetoric

Which of the following is a diptote (Mamnoo' min as-Sarf / مَمْنُوع مِن الصَّرْف) that cannot take nunation (Tanween) and takes a fatha in the genitive case?

  1. Masaajid (مَسَاجِد - mosques) Correct answer.
  2. Kitaab (كِتَاب - book)
  3. Rijal (رِجَال - men)
  4. Qalam (قَلَم - pen)

Explanation

'Masaajid' (مَسَاجِد) is on the ultimate plural pattern (Seeghat Muntaha al-Jumoo' / مَفَاعِل). Nouns on this pattern are diptotes (Mamnoo' min as-Sarf), meaning they do not accept Tanween and are declined with a fatha instead of a kasrah when in the genitive case (unless definite or in annexation).

Question 23Arabic grammar, morphology and rhetoric

What is the grammatical rule governing a sound masculine plural (Jam' Mudhakkar Salim) when it becomes the first term of an annexation (Mudhaf)?

  1. Its final letter Noon (ن) must be dropped: 'Mu'allimoo al-madrasati' (مُعَلِّمُو المَدْرَسَةِ) Correct answer.
  2. It must take a double dammah on the Waw
  3. Its Waw changes to an Alif
  4. The following noun must take an accusative case marker

Explanation

When a dual noun (Muthanna) or a sound masculine plural (Jam' Mudhakkar Salim) forms an annexation (Idhafah), its final Noon is obligatorily deleted: 'Mu'allimoona' becomes 'Mu'allimoo al-madrasati' (مُعَلِّمُو المَدْرَسَةِ).

Question 24Arabic grammar, morphology and rhetoric

What syntactic role does the particle 'Laysa' (لَيْسَ) perform in Arabic grammar?

  1. It acts as a defective past-tense verb of negation belonging to the 'Kaana' family Correct answer.
  2. It acts as an accusative particle of exception belonging to the 'Inna' family
  3. It acts as an absolute negation particle governing nouns with single fatha
  4. It acts as a preposition governing genitive nouns

Explanation

'Laysa' (لَيْسَ) is a defective verb of negation (fi'l naqis) that belongs syntactically to the sisters of Kaana (Akhawat Kaana). It enters upon a nominal sentence, keeping its subject in the nominative case and placing its predicate in the accusative case; it also has person and gender forms.

Question 25Arabic grammar, morphology and rhetoric

Which of the following represents a broken plural pattern known as 'Jam' Qillah' (plural of paucity, designating 3 to 10 entities)?

  1. Af'aal (أَفْعَال) - such as 'Aqlaam' (أَقْلَام) Correct answer.
  2. Mafa'il (مَفَاعِل) - such as 'Manaazil' (مَنَازِل)
  3. Fu'ool (فُعُول) - such as 'Quloob' (قُلُوب)
  4. Fi'aal (فِعَال) - such as 'Jibaal' (جِبَال)

Explanation

Classical Arabic recognizes four regular patterns of plural of paucity (Jumoo' al-Qillah) that naturally designate counts between three and ten: Af'ul (أَفْعُل), Af'aal (أَفْعَال), Af'ilah (أَفْعِلَة), and Fi'lah (فِعْلَة). All other broken plural patterns are Jumoo' Kathrah (plurals of abundance).

Question 26Arabic writing and revision

In Arabic rhetoric (Balagha), what device is employed when two opposing or contradictory terms appear together in a single sentence, such as 'al-laylu wa an-nahaar' (اللَّيْلُ وَالنَّهَارُ)?

  1. Tibaaq (طِبَاق - antithesis) Correct answer.
  2. Jinaas (جِنَاس - paronomasia / pun)
  3. Isti'aarah (اسْتِعَارَة - metaphor)
  4. Saja' (سَجْع - rhymed prose)

Explanation

Tibaaq (طِبَاق) occurs when two opposite words are combined in speech (such as day and night, life and death, light and darkness). If both are affirmative it is Tibaaq Ijaab; if one is affirmative and one negative it is Tibaaq Salb.

Question 27Arabic writing and revision

What is the rhetorical figure 'Jinaas Taam' (جِنَاس تَام - complete paronomasia)?

  1. Two words matching identically in letter types, vowel diacritics, number of letters, and arrangement, but differing completely in meaning Correct answer.
  2. Two words having opposite meanings in parallel balanced clauses
  3. A comparison in which the tool of comparison (Adat at-Tashbih) and the point of comparison are both explicit
  4. A rhythmic cadence where sentence terminals conclude on identical vowel sounds

Explanation

Jinaas Taam (جناس تام) requires total agreement between two words in four physical linguistic facets-types of consonants, their short vowels (harakat), their total count, and their sequential order-while carrying two distinct semantic meanings (for example, 'as-Saa'ah' meaning the Day of Judgment versus an hour of time).

Question 28Arabic writing and revision

What distinguishes an explicit simile (Tashbih Mursal) from a concise metaphorical simile (Tashbih Baleegh)?

  1. Tashbih Baleegh omits both the tool of comparison (Adat at-Tashbih) and the ground of comparison (Wajh ash-Shabah) Correct answer.
  2. Tashbih Baleegh omits the subject being compared (al-Mushabbah)
  3. Tashbih Mursal omits the object to which something is compared (al-Mushabbah bihi)
  4. Tashbih Baleegh includes extra grammatical particles of exaggeration

Explanation

A Tashbih Baleegh (تشبيه بليغ) is the most elevated and concise form of simile because it discards both the comparison tool (e.g., 'ka' or 'mithl') and the shared attribute (wajh ash-shabah), leaving only the subject and the comparator as identical entities (e.g., 'Ali is a lion').

Question 29Arabic writing and revision

In punctuation rules for Arabic writing, which mark is appropriately placed between related sentences that provide a rationale or explanation for what preceded?

  1. The semicolon (الفاصلة المنقوطة - ؛) Correct answer.
  2. The exclamation point (علامة التعجب - !)
  3. The dash (الشرطة - -)
  4. The parenthesis (القوسان - ())

Explanation

The Arabic semicolon (الفاصلة المنقوطة '؛') is placed between two independent clauses where one clause provides the cause, justification, or consequence of the preceding clause (e.g., 'Lam yafuz fee al-musabaqati; li'annahu lam yatadarrab').

Question 30Supplementary written Arabic scripts

اِستَمِع إلى الحِوار التالي ثُمَّ أَجِب عن السُّؤال. (Listen to the following dialogue, then answer the question.) الرجُل: صَباحُ الخَير. (The man: Good morning.) المرأة: صَباحُ النور. كَيفَ حالُك؟ (The woman: Good morning. How are you?) ماذا قالَ الرجُل في البِداية؟ (What did the man say at the beginning?)

  1. مَساءُ الخَير (Good evening)
  2. صَباحُ الخَير (Good morning) Correct answer.
  3. إلى اللِّقاء (Goodbye)
  4. شُكراً جَزيلاً (Thank you very much)

Explanation

The man's first line is صَباحُ الخَير, the standard morning greeting meaning 'Good morning.' The woman replies with the customary response صَباحُ النور. Greetings are a core A1 listening skill on the CIMA compréhension orale section.

Question 31Supplementary written Arabic scripts

اِستَمِع ثُمَّ أَجِب. (Listen, then answer.) الطِّفل: ما اسمُكِ يا آنِسة؟ (The child: What is your name, miss?) المُعَلِّمة: اسمي فاطِمة. (The teacher: My name is Fatima.) ما اسمُ المُعَلِّمة؟ (What is the teacher's name?)

  1. مَريَم (Maryam)
  2. فاطِمة (Fatima) Correct answer.
  3. عائِشة (Aisha)
  4. زَينَب (Zaynab)

Explanation

The teacher answers اسمي فاطِمة, meaning 'My name is Fatima.' The phrase ما اسمُكِ asks 'What is your name?' (feminine), and اسمي means 'my name is.' Identifying names in a short exchange is a basic A1 listening task.

Question 32Supplementary written Arabic scripts

اِستَمِع إلى الإعلان ثُمَّ أَجِب. (Listen to the announcement, then answer.) الإعلان: يُغلَق المَتجَر في الساعة التاسِعة مَساءً. (Announcement: The store closes at nine o'clock in the evening.) متى يُغلَق المَتجَر؟ (When does the store close?)

  1. في الساعة السابِعة (at seven o'clock)
  2. في الساعة الثامِنة (at eight o'clock)
  3. في الساعة التاسِعة (at nine o'clock) Correct answer.
  4. في الساعة العاشِرة (at ten o'clock)

Explanation

The announcement states الساعة التاسِعة مَساءً, meaning 'nine o'clock in the evening.' التاسِعة is the ordinal for 'ninth/nine.' Catching specific times in short public announcements is a common A2 listening task.

Question 33Supplementary written Arabic scripts

اِستَمِع ثُمَّ أَجِب. (Listen, then answer.) الزائِر: أَينَ المُستَشفى من فَضلِك؟ (The visitor: Where is the hospital, please?) الشُّرطي: المُستَشفى على اليَمين بَعدَ البَنك. (The policeman: The hospital is on the right after the bank.) أَينَ يَقَع المُستَشفى؟ (Where is the hospital located?)

  1. على اليَسار قَبلَ البَنك (on the left before the bank)
  2. على اليَمين بَعدَ البَنك (on the right after the bank) Correct answer.
  3. أَمامَ المَدرَسة (in front of the school)
  4. خَلفَ السوق (behind the market)

Explanation

The policeman says على اليَمين بَعدَ البَنك, meaning 'on the right after the bank.' اليَمين is 'right,' بَعدَ is 'after.' Following simple directions with prepositions of place is a core A2 listening skill.

Question 34Supplementary written Arabic scripts

اِستَمِع ثُمَّ أَجِب. (Listen, then answer.) الأُم: ماذا تُريد أن تَأكُل؟ (The mother: What do you want to eat?) الاِبن: أُريد الخُبزَ والجُبنَ، من فَضلِك. (The son: I want bread and cheese, please.) ماذا يُريد الاِبن أن يَأكُل؟ (What does the son want to eat?)

  1. الأَرُزَّ والدَّجاج (rice and chicken)
  2. الخُبزَ والجُبنَ (bread and cheese) Correct answer.
  3. السَّمَكَ والخُضارَ (fish and vegetables)
  4. الفاكِهةَ والحَليبَ (fruit and milk)

Explanation

The son replies أُريد الخُبزَ والجُبنَ, meaning 'I want bread and cheese.' أُريد is 'I want,' الخُبز is 'bread,' الجُبن is 'cheese.' Recognizing food vocabulary in a request is an A1–A2 task.

Question 35Supplementary written Arabic scripts

اِستَمِع إلى إعلان المَطار ثُمَّ أَجِب. (Listen to the airport announcement, then answer.) الإعلان: الرِّحلة رَقم 204 المُتَّجِهة إلى القاهِرة سَتُغادِر من البَوّابة رَقم سَبعة. (Announcement: Flight number 204 to Cairo will depart from gate number seven.) من أَيِّ بَوّابة سَتُغادِر الرِّحلة؟ (From which gate will the flight depart?)

  1. البَوّابة رَقم خَمسة (gate five)
  2. البَوّابة رَقم سِتّة (gate six)
  3. البَوّابة رَقم سَبعة (gate seven) Correct answer.
  4. البَوّابة رَقم ثَمانية (gate eight)

Explanation

The announcement says البَوّابة رَقم سَبعة, meaning 'gate number seven.' Travel announcements with flight numbers, destinations, and gates are typical A2–B1 listening material on the CIMA.

Question 36Supplementary written Arabic scripts

اِستَمِع إلى الحِوار ثُمَّ أَجِب. (Listen to the dialogue, then answer.) المُوَظَّف: مَتى تَبدَأ عُطلَتُك؟ (The employee: When does your vacation begin?) الزَّميل: تَبدَأ يَومَ الخَميس القادِم وتَستَمِرّ أُسبوعاً كامِلاً. (The colleague: It begins next Thursday and lasts a full week.) كَم تَستَمِرّ العُطلة؟ (How long does the vacation last?)

  1. يَومَين (two days)
  2. ثَلاثة أَيّام (three days)
  3. أُسبوعاً كامِلاً (a full week) Correct answer.
  4. شَهراً (a month)

Explanation

The colleague says تَستَمِرّ أُسبوعاً كامِلاً, meaning 'it lasts a full week.' أُسبوع is 'week' and كامِل means 'complete/full.' Distinguishing duration from start day is a B1 listening discrimination task.

Question 37Supplementary written Arabic scripts

اِستَمِع إلى نَشرة الطَّقس ثُمَّ أَجِب. (Listen to the weather report, then answer.) النَّشرة: الطَّقسُ غَداً غائِمٌ مع أَمطارٍ خَفيفة في الصَّباح، وتَتَحَسَّن الأَحوال في المَساء. (The report: Tomorrow's weather is cloudy with light rain in the morning, and conditions improve in the evening.) كَيفَ سَيَكون الطَّقس في الصَّباح؟ (What will the weather be like in the morning?)

  1. مُشمِسٌ وحارّ (sunny and hot)
  2. غائِمٌ مع أَمطارٍ خَفيفة (cloudy with light rain) Correct answer.
  3. عاصِفٌ مع رِياحٍ قَوية (stormy with strong winds)
  4. مُثلِجٌ وبارِد (snowy and cold)

Explanation

The forecast says غائِمٌ مع أَمطارٍ خَفيفة في الصَّباح, meaning 'cloudy with light rain in the morning.' غائِم is 'cloudy,' أَمطار خَفيفة is 'light rain.' Weather reports test B1 listening for adjectives and time references.

Question 38Supplementary written Arabic scripts

اِستَمِع إلى الحِوار ثُمَّ أَجِب. (Listen to the dialogue, then answer.) الطالِبة: لِماذا تَأَخَّرتَ عن المُحاضَرة؟ (The student (f): Why were you late to the lecture?) الطالِب: لِأَنَّ الحافِلة تَعَطَّلَت في الطَّريق. (The student (m): Because the bus broke down on the way.) لِماذا تَأَخَّرَ الطالِب؟ (Why was the student late?)

  1. لِأَنَّهُ نامَ مُتَأَخِّراً (because he slept late)
  2. لِأَنَّ الحافِلة تَعَطَّلَت (because the bus broke down) Correct answer.
  3. لِأَنَّهُ نَسِيَ المَوعِد (because he forgot the appointment)
  4. لِأَنَّ الطَّقسَ كانَ سَيِّئاً (because the weather was bad)

Explanation

The student explains لِأَنَّ الحافِلة تَعَطَّلَت في الطَّريق, meaning 'because the bus broke down on the way.' لِأَنَّ introduces a cause, تَعَطَّلَت is 'broke down.' Understanding stated reasons is a B1 listening skill.

Question 39Supplementary written Arabic scripts

اِستَمِع إلى المُكالَمة الهاتِفية ثُمَّ أَجِب. (Listen to the phone call, then answer.) المُتَّصِل: أُريد أن أَحجِزَ طاوِلةً لِشَخصَين الساعةَ الثامِنة. (The caller: I want to reserve a table for two people at eight o'clock.) المُوَظَّف: عَفواً، الساعة الثامِنة مَحجوزة، لكن لَدَينا طاوِلة الساعةَ التاسِعة. (The employee: Sorry, eight o'clock is booked, but we have a table at nine o'clock.) ماذا اقتَرَحَ المُوَظَّف؟ (What did the employee suggest?)

  1. طاوِلةً الساعةَ السابِعة (a table at seven)
  2. طاوِلةً الساعةَ التاسِعة (a table at nine) Correct answer.
  3. أن يَأتِيَ في يَومٍ آخَر (to come another day)
  4. أن يَحجِزَ لِأَربَعةِ أَشخاص (to reserve for four people)

Explanation

The employee says لَدَينا طاوِلة الساعةَ التاسِعة, meaning 'we have a table at nine o'clock,' after declining the requested eight o'clock. Tracking a counter-offer requires holding two times in mind, a B1 listening task.

Question 40Supplementary written Arabic scripts

اِستَمِع إلى الخَبَر ثُمَّ أَجِب. (Listen to the news item, then answer.) المُذيع: اِفتَتَحَت المَدينةُ أَمسِ مَكتَبةً عامّةً جَديدةً تَضُمّ أَكثَرَ من مِئة أَلفِ كِتاب. (The presenter: The city opened a new public library yesterday containing more than one hundred thousand books.) كَم كِتاباً تَضُمّ المَكتَبة؟ (How many books does the library contain?)

  1. أَقَلّ من أَلفِ كِتاب (fewer than a thousand books)
  2. نَحوَ عَشَرة آلافِ كِتاب (about ten thousand books)
  3. أَكثَر من مِئة أَلفِ كِتاب (more than a hundred thousand books) Correct answer.
  4. مِليون كِتاب (a million books)

Explanation

The report states أَكثَر من مِئة أَلفِ كِتاب, meaning 'more than one hundred thousand books.' مِئة أَلف is '100,000.' Large numbers in news broadcasts are a B1–B2 listening challenge.

Question 41Supplementary written Arabic scripts

اِستَمِع إلى الحِوار ثُمَّ أَجِب. (Listen to the dialogue, then answer.) المَريض: أَشعُر بِأَلَمٍ في مَعِدَتي مُنذُ يَومَين. (The patient: I have felt pain in my stomach for two days.) الطَّبيب: عَلَيكَ أن تَتَجَنَّبَ الأَطعِمةَ الدَّسِمة وتَشرَبَ الماءَ بِكَثرة. (The doctor: You must avoid fatty foods and drink plenty of water.) بِماذا نَصَحَ الطَّبيبُ المَريضَ؟ (What did the doctor advise the patient?)

  1. بِأن يَأخُذَ دَواءً قَوِيّاً (to take a strong medicine)
  2. بِأن يَتَجَنَّبَ الأَطعِمةَ الدَّسِمة (to avoid fatty foods) Correct answer.
  3. بِأن يَستَريحَ في المُستَشفى (to rest in the hospital)
  4. بِأن يُمارِسَ الرِّياضة (to do sports)

Explanation

The doctor advises تَتَجَنَّبَ الأَطعِمةَ الدَّسِمة وتَشرَبَ الماءَ بِكَثرة, meaning 'avoid fatty foods and drink plenty of water.' عَلَيكَ أن expresses obligation/advice. Understanding medical advice is a B2 listening task.

Question 42Supplementary written Arabic scripts

اِستَمِع إلى المُقابَلة ثُمَّ أَجِب. (Listen to the interview, then answer.) الصَّحَفي: ما سِرّ نَجاحِك في عَمَلِك؟ (The journalist: What is the secret of your success in your work?) الضَّيف: السِّرّ هو المُثابَرة وعَدَم اليَأس عِندَ الفَشَل. (The guest: The secret is perseverance and not despairing when failing.) ما الذي اعتَبَرَهُ الضَّيفُ سِرَّ نَجاحِه؟ (What did the guest consider the secret of his success?)

  1. الحَظّ الجَيِّد (good luck)
  2. المُثابَرة وعَدَم اليَأس (perseverance and not despairing) Correct answer.
  3. المالُ الوَفير (abundant money)
  4. مُساعَدةُ الأَصدِقاء (help from friends)

Explanation

The guest says السِّرّ هو المُثابَرة وعَدَم اليَأس, meaning 'the secret is perseverance and not despairing.' المُثابَرة is 'perseverance.' Identifying abstract main ideas in interviews is a B2 listening skill.

Question 43Supplementary written Arabic scripts

اِستَمِع إلى الإعلان الإذاعي ثُمَّ أَجِب. (Listen to the radio advertisement, then answer.) الإعلان: اِحصُلوا الآنَ على خَصمٍ يَصِل إلى خَمسينَ بالمِئة على جَميعِ المَلابِسِ الشَّتَوية حتّى نِهايةِ الشَّهر. (The ad: Get now a discount of up to fifty percent on all winter clothes until the end of the month.) ما العَرضُ المَذكور في الإعلان؟ (What is the offer mentioned in the advertisement?)

  1. خَصمٌ على المَلابِسِ الصَّيفية (a discount on summer clothes)
  2. خَصمٌ يَصِل إلى خَمسينَ بالمِئة على المَلابِسِ الشَّتَوية (a discount of up to fifty percent on winter clothes) Correct answer.
  3. هَدية مَجّانية مع كُلِّ عَمَلية شِراء (a free gift with every purchase)
  4. تَوصيلٌ مَجّاني إلى المَنزِل (free home delivery)

Explanation

The advertisement offers خَصمٍ يَصِل إلى خَمسينَ بالمِئة على جَميعِ المَلابِسِ الشَّتَوية, meaning 'a discount of up to fifty percent on all winter clothes.' خَصم is 'discount,' شَتَوية is 'winter (adj.).' Promotional ads test B2 listening for conditions and figures.

Question 44Supplementary written Arabic scripts

اِستَمِع إلى الحِوار ثُمَّ أَجِب. (Listen to the dialogue, then answer.) أَحمَد: هل قَرَأتَ الرِّوايةَ التي أَعَرتُكَ إيّاها؟ (Ahmad: Did you read the novel I lent you?) سَمير: لَم أَنتَهِ مِنها بَعد، لكِنّي أَنوي إكمالَها هذا الأُسبوع. (Samir: I have not finished it yet, but I intend to complete it this week.) ما حالةُ قِراءةِ سَمير لِلرِّواية؟ (What is the status of Samir's reading of the novel?)

  1. أَنهى قِراءَتَها كامِلةً (he finished reading it completely)
  2. لَم يَبدَأ قِراءَتَها بَعد (he has not started reading it yet)
  3. لَم يَنتَهِ مِنها ويَنوي إكمالَها (he has not finished it and intends to complete it) Correct answer.
  4. فَقَدَ الرِّواية (he lost the novel)

Explanation

Samir says لَم أَنتَهِ مِنها بَعد، لكِنّي أَنوي إكمالَها, meaning 'I have not finished it yet, but I intend to complete it.' لَم + jussive negates the past, and أَنوي is 'I intend.' Tracking aspect (not yet finished, but planning to) is a B2 listening skill.

Question 45Supplementary written Arabic scripts

اِستَمِع إلى نَشرة الأَخبار ثُمَّ أَجِب. (Listen to the news bulletin, then answer.) المُذيع: أَعلَنَت وَزارةُ التَّعليمِ عن تَأجيلِ بِدايةِ العامِ الدِّراسي أُسبوعَين بِسَبَبِ أَعمالِ الصِّيانة في المَدارِس. (The presenter: The Ministry of Education announced postponing the start of the school year by two weeks because of maintenance work in the schools.) لِماذا تَمَّ تَأجيلُ العامِ الدِّراسي؟ (Why was the school year postponed?)

  1. بِسَبَبِ إضرابِ المُعَلِّمين (because of a teachers' strike)
  2. بِسَبَبِ أَعمالِ الصِّيانة في المَدارِس (because of maintenance work in the schools) Correct answer.
  3. بِسَبَبِ نَقصِ الكُتُبِ المَدرَسية (because of a shortage of textbooks)
  4. بِسَبَبِ سوءِ الأَحوالِ الجَوية (because of bad weather conditions)

Explanation

The bulletin states the postponement is بِسَبَبِ أَعمالِ الصِّيانة في المَدارِس, meaning 'because of maintenance work in the schools.' بِسَبَب signals cause, الصِّيانة is 'maintenance.' Extracting the cause from a formal news report is a B2 listening task.

Question 46Supplementary written Arabic scripts

اِستَمِع إلى الحِوار ثُمَّ أَجِب. (Listen to the dialogue, then answer.) المُديرة: ما رَأيُكَ في الخُطّةِ الجَديدةِ لِلتَّسويق؟ (The manager (f): What is your opinion of the new marketing plan?) المُوَظَّف: الفِكرةُ واعِدة، غَيرَ أَنَّ المَيزانيةَ المَطلوبة تَبدو مُبالَغاً فيها. (The employee: The idea is promising, however the required budget seems exaggerated.) ما مَوقِفُ المُوَظَّفِ من الخُطّة؟ (What is the employee's stance on the plan?)

  1. يَرفُضُها رَفضاً تامّاً (he rejects it completely)
  2. يُؤَيِّدُ الفِكرةَ لكِنَّهُ يَتَحَفَّظُ على المَيزانية (he supports the idea but has reservations about the budget) Correct answer.
  3. لا يَهتَمّ بِها (he is not interested in it)
  4. يُوافِقُ عَلَيها دونَ أَيِّ تَحَفُّظ (he agrees with it without any reservation)

Explanation

The employee says الفِكرةُ واعِدة، غَيرَ أَنَّ المَيزانيةَ تَبدو مُبالَغاً فيها - calling the idea promising but objecting to the budget. The connector غَيرَ أَنَّ ('however') signals a qualified opinion. Detecting nuanced, contrastive stance is a C1 listening skill.

Question 47Supplementary written Arabic scripts

اِستَمِع إلى الحِوار ثُمَّ أَجِب. (Listen to the dialogue, then answer.) المُحَلِّل: لَو أُتيحَ لِلحُكومةِ وَقتٌ أَطوَل، لَكانَت قد عالَجَت الأَزمةَ الاِقتِصادية بِشَكلٍ أَفضَل. (The analyst: Had the government been given more time, it would have addressed the economic crisis better.) ماذا يَستَنتِجُ المُستَمِعُ من كَلامِ المُحَلِّل؟ (What does the listener infer from the analyst's words?)

  1. أَنَّ الحُكومةَ عالَجَت الأَزمةَ بِالكامِل (that the government fully resolved the crisis)
  2. أَنَّ ضيقَ الوَقتِ أَعاقَ مُعالَجةَ الأَزمة (that lack of time hindered addressing the crisis) Correct answer.
  3. أَنَّ الحُكومةَ لَم تَفعَل شَيئاً (that the government did nothing)
  4. أَنَّهُ لا تُوجَد أَزمةٌ اقتِصادية (that there is no economic crisis)

Explanation

The conditional لَو أُتيحَ... لَكانَت قد عالَجَت is a counterfactual ('had it been given... it would have'), implying that insufficient time was the obstacle. Interpreting an unreal conditional to infer a real-world cause is a C1 listening skill.

Question 48Supplementary written Arabic scripts

اِستَمِع إلى مَقطَعٍ أَدَبي ثُمَّ أَجِب. (Listen to a literary excerpt, then answer.) الراوي: كانَت المَدينةُ تَغُطّ في صَمتٍ ثَقيل، كَأَنَّها تَكتُمُ سِرّاً لا تُريدُ البَوحَ بِه. (The narrator: The city was sinking into a heavy silence, as though it were concealing a secret it did not wish to reveal.) ما الأُسلوبُ البَلاغي المُستَخدَم في وَصفِ المَدينة؟ (What rhetorical device is used in describing the city?)

  1. الطِّباق (antithesis)
  2. التَّشبيهُ والتَّشخيص (simile and personification) Correct answer.
  3. السَّجع (rhymed prose)
  4. الجِناس (paronomasia)

Explanation

The phrase كَأَنَّها تَكتُمُ سِرّاً uses كَأَنَّ ('as though') for a simile/تَشبيه and attributes a human act (concealing a secret) to the city, which is تَشخيص (personification). Recognizing combined literary devices is a C2 listening/analysis task.

Question 49Supplementary written Arabic scripts

اِستَمِع ثُمَّ أَجِب. (Listen, then answer.) الزَّبون: كَم ثَمَنُ هذا القَميص من فَضلِك؟ (The customer: How much is this shirt, please?) البائِع: ثَمَنُهُ ثَلاثونَ ديناراً. (The seller: Its price is thirty dinars.) كَم ثَمَنُ القَميص؟ (What is the price of the shirt?)

  1. عِشرونَ ديناراً (twenty dinars)
  2. ثَلاثونَ ديناراً (thirty dinars) Correct answer.
  3. أَربَعونَ ديناراً (forty dinars)
  4. خَمسونَ ديناراً (fifty dinars)

Explanation

The seller answers ثَمَنُهُ ثَلاثونَ ديناراً, meaning 'its price is thirty dinars.' ثَمَن is 'price,' ثَلاثون is 'thirty.' Recognizing prices in a shopping exchange is a core A2 listening task.

Question 50Supplementary written Arabic scripts

اِستَمِع ثُمَّ أَجِب. (Listen, then answer.) الأَب: أَينَ ذَهَبَ أَخوكَ؟ (The father: Where did your brother go?) الاِبنة: ذَهَبَ إلى المَلعَبِ لِيَلعَبَ كُرةَ القَدَم. (The daughter: He went to the playing field to play football.) إلى أَينَ ذَهَبَ الأَخ؟ (Where did the brother go?)

  1. إلى المَدرَسة (to the school)
  2. إلى المَلعَب (to the playing field) Correct answer.
  3. إلى السوق (to the market)
  4. إلى المَكتَبة (to the library)

Explanation

The daughter says ذَهَبَ إلى المَلعَبِ لِيَلعَبَ كُرةَ القَدَم, meaning 'he went to the playing field to play football.' المَلعَب is 'playing field/stadium.' Matching destinations to activities is an A2 listening skill.