Arabic · Practice Paper 1 · after Units 1–4

Exam 1 — the paper after Units 1–4

One win: sit the book's own 40-mark review test, exercise for exercise, and see which of the four units still leaks. Every word on it is one you already have — the paper only asks you to find it under exam conditions.

Reproduced from the class test (2 pages, photos in your library) · six exercises · marks as printed · ≈35 minutes · revise first: Lesson 4, Numbers, Prepositions

How the marking works

Each item is marked the moment you answer it, and only a first answer earns the mark — as in the exam, there is no second go. You can keep trying until it is right (that is the learning), but the box will not move. The paper keeps its printed order; do §3–§5 in one sitting, timed if you like. Reload the page for a clean paper.

0 / 400 of 40 answered

Your browser has no Arabic voice installed, so the 🔊 buttons will stay silent. On a Mac: System Settings → Accessibility → Spoken Content → add an Arabic voice (e.g. “Majed”). The paper still works without audio.

1. Read the paper first

The instructions are the only Arabic on the paper you have not met. Nine lines cover all of it. Hear each one, know what it asks, and move on — these are for reading a paper, not for conversation.

On the paperIt asks🔊
أَوَّلاً · ثانِياً · ثالِثاًfirst · second · third — the three section numbers
المُفْرَداتvocabulary (section one)
التَّراكيب والنَّحْوstructures and grammar (section two)
القِراءَةreading (section three)
صِلْ بَيْنَ … و…join … to … (draw the line)
أَضِفْ كَلِمَتَيْنِ إِلى كُلِّ مَجْموعَةٍadd two words to each group
ضَعْ عَلامَةَ (X) عَلى الكَلِمَةِ الغَريبَةِput an X on the odd word out
أَكْمِلْ بِوَضْعِ الكَلِمَةِ الصَّحيحَةِ مِمّا بَيْنَ القَوْسَيْنِcomplete with the right word from the brackets
اِقْرَأِ الفِقْرَةَ، ثُمَّ أَجِبْ بِنَعَمْ (✓) أَوْ لا (X)read the paragraph, then answer yes or no

Recognise, don't drill

صِلْ · أَضِفْ · ضَعْ · أَكْمِلْ · اِقْرَأْ · أَجِبْ are the first command forms you have met. They belong to the paper, not to any unit's deck, and the class has not taught the command form — so read them, do not try to build with them. Updated after Unit 6: the class has since made the command form on a page of its own (drill 5 derives nine, including ضَعْ and اِقْرَأْ), so Lesson 6 §2 teaches it as a form to make; صِلْ · أَضِفْ · أَكْمِلْ · أَجِبْ are still rubric only. The group labels in exercise 2 (أَثاث · غُرَف · أَعْداد · أَماكِن · أَفْعال · اسْتِفْهام) are the same kind of word: labels to read.

2. One new shape: he does it

Units 3 and 4 gave you every verb of the day as I and you. The paper writes the same verbs about Ahmad. Watch the front letter — press ▶ or step with ‹ ›.

أَغْسِلُ المَلابِسَ

أَغْسِلُ — I wash the clothes. Unit 4 p.2. The front letter أَ is “I”.

تَغْسِلُ المَلابِسَ

تَغْسِلُ — you wash the clothes. Unit 4 drill 8. Same word, new front letter.

يَغْسِلُ المَلابِسَ

يَغْسِلُ — he washes the clothes. This paper. The front letter is the person; nothing after it changes. Unit 2 already did this with يَقْرَأُ / تَقْرَأُ.

The eight verbs the paper turns round. The vowel on the front letter comes with it: أُشاهِدُ ← يُشاهِدُ, أَغْسِلُ ← يَغْسِلُ.

I (Units 3–4)he (the paper)meaning🔊
أَغْسِلُيَغْسِلُwash
أُشاهِدُيُشاهِدُwatch
أَذْهَبُيَذْهَبُgo
أَكْنُسُيَكْنُسُsweep
أَسْكُنُيَسْكُنُlive
أَسْتَيْقِظُيَسْتَيْقِظُwake up
أَنامُيَنامُsleep
أَكْوييَكْويiron
أَقْرَأُيَقْرَأُread — already on Unit 2's page
أُصَلّييُصَلّيpray — already on Unit 2's page
أَتَوَضَّأُيَتَوَضَّأُdo wuḍūʾ — already on Unit 2's page

تَـ is two people

In Unit 2, هِيَ تَقْرَأُ was she reads. In Units 3–4, تَسْكُنُ، تَفْعَلُ is you. Same word; the person you are talking to, or about, decides. The paper only uses يَـ, he — and only asks you to recognise it.

Updated after Unit 5: the class has since put يَـ on a page of its own (drill 2, and both reading passages), so it is no longer recognition-only — Lesson 5 §3 teaches it as a form to say. What is still recognition-only here is the paper's own rubric wording.

3. أَوَّلاً: المُفْرَدات — Vocabulary, 20 marks

١) صِلْ بَيْنَ الشَّيْءِ والمَكانِ الَّذي يوجَدُ فيهِ.

– / 6

Join each thing to the place it is found in. Tap a thing, then its place (or the other way round).

  1. فُرْن
  2. سَرير
  3. أَريكَة
  4. مِرْآة
  5. كِتاب
  6. صَلاة
  1. غُرْفَةُ جُلوس
  2. حَمّام
  3. مَطْبَخ
  4. غُرْفَةُ نَوْم
  5. مَسْجِد
  6. مَدْرَسَة

١ ج · ٢ د · ٣ أ · ٤ ب · ٥ و · ٦ هـ

٢) أَضِفْ كَلِمَتَيْنِ إِلى كُلِّ مَجْموعَةٍ.

– / 7

Add two words to each group. Say your two aloud first, then show the answer and rate yourself honestly — this is the one exercise the page cannot mark for you.

١- أَثاث: مِرْآة، ..........، ..........

Any two pieces of furniture — Unit 3's shop: سَرير · أَريكَة · سِتارَة · سَجّادَة · فُرْن · ثَلّاجَة · سَخّان

٢- غُرَف: حَمّام، ..........، ..........

Any two rooms — Units 2–3: غُرْفَةُ نَوْم · غُرْفَةُ جُلوس · مَطْبَخ

٣- أَعْدادٌ تَرْتيبِيَّة: الأَوَّل، ..........، ..........

Ordinal numbers (ranking) — Unit 3, Numbers chapter: الثّاني · الثّالِث · الرّابِع · الخامِس

٤- أَماكِن: مَسْجِد، ..........، ..........

Any two places — Units 1–4: مَدْرَسَة · بَيْت · شَقَّة · مُصَلّى · جامِعَة · مَطار

٥- أَفْعال: يَذْهَبُ، ..........، ..........

Any two verbs — Unit 2's he-forms يَقْرَأُ · يُصَلّي · يَتَوَضَّأُ, or any I / you form you have: أَسْكُنُ · تَنامُ · أُريدُ

٦- اسْتِفْهام: هَلْ، ..........، ..........

Any two question words — Units 1–4: ما · مَنْ · كَيْف · أَيْنَ · كَمْ · ماذا · أَيّ · مَتى

٧- أَعْداد: سَبْعَة، ..........، ..........

Any two numbers — Unit 2's ثَمانِيَة · تِسْعَة · عَشَرَة, or Unit 1's واحِد … خَمْسَة

٣) ضَعْ عَلامَةَ (X) عَلى الكَلِمَةِ الغَريبَةِ.

– / 7

Put an X on the odd word out — tap the one that does not belong.

Row ١ — which word does not belong?

  1. طَبيب
  2. مُدَرِّس
  3. مُهَنْدِس
  4. سِتارَة

Row ٢ — which word does not belong?

  1. مَطْبَخ
  2. حَمّام
  3. عَمَل
  4. غُرْفَة

Row ٣ — which word does not belong?

  1. يَغْسِلُ
  2. يَنامُ
  3. يَكْوي
  4. صَحيفَة

Row ٤ — which word does not belong?

  1. حافِلَة
  2. فُرْن
  3. ثَلّاجَة
  4. سَخّان

Row ٥ — which word does not belong?

  1. الأَوَّل
  2. الرّابِع
  3. واحِد
  4. الثّالِث

Row ٦ — which word does not belong?

  1. غُرْفَة
  2. أَثاث
  3. بَيْت
  4. شَقَّة

Row ٧ — which word does not belong?

  1. ساعَة
  2. مَسْجِد
  3. مَدْرَسَة
  4. مُصَلّى
why each one

١ a curtain among professions · ٢ “work” among rooms · ٣ a newspaper among verbs · ٤ a bus among kitchen appliances · ٥ a counting number among ranking numbers · ٦ furniture among places one lives · ٧ an hour among places.

4. ثانِياً: التَّراكيب والنَّحْو — Structures & grammar, 13 marks

١) صِلْ بَيْنَ جُزْأَيِ الجُمْلَةِ.

– / 8

Join the two halves of each sentence. Listen to the ending: after إِلى and في the word ends in -i; a thing being washed, watched or swept ends in -a (Prepositions §4).

  1. يَغْسِلُ
  2. يُشاهِدُ
  3. يَذْهَبُ إِلى
  4. يَكْنُسُ
  5. يَقْرَأُ
  6. يُصَلّي
  7. يَسْكُنُ
  8. يَتَوَضَّأُ
  1. الجُمُعَةَ في المَسْجِدِ
  2. في حَيِّ الجامِعَةِ
  3. الصَّحيفَةَ
  4. المَدْرَسَةِ
  5. الغُرْفَةَ
  6. المَلابِسَ والأَطْباقَ
  7. التِّلْفازَ
  8. لِلصَّلاةِ

١ و · ٢ ز · ٣ د · ٤ هـ · ٥ ج · ٦ أ · ٧ ب · ٨ ح

one new word-shape

لِلصَّلاةِ — for the prayer: Unit 3's لِـ fused onto الـ (Prepositions §3), now saying what something is for: he does wuḍūʾ for the prayer. Updated after Unit 6: the same word is now a class-page answer to لِماذا (Lesson 6 §3).

٢) أَكْمِلْ بِوَضْعِ الكَلِمَةِ الصَّحيحَةِ مِمّا بَيْنَ القَوْسَيْنِ.

– / 5

Complete with the right word from the brackets. Both chips are real words; only one fits the frame.

“In the flat there are four rooms.”

في الشَّقَّةِ أَرْبَعُ ___.

غُرَف · غُرْفَة

غُرَف

After three to ten the thing counted goes plural — أَرْبَعُ غُرَفٍ, as in Unit 3's خَمْسُ غُرَفٍ (Numbers).

“How many bathrooms are in the flat?”

كَمْ ___ في الشَّقَّةِ؟

حَمّام · حَمّاماً

حَمّاماً

كَمْ takes one thing with ـاً — Unit 3's كَمْ غُرْفَةً. On a word that ends in a consonant the ending is written with an alif: حَمّاماً.

“When do you go to school?”

___ تَذْهَبُ إِلى المَدْرَسَةِ؟

مَتى · ماذا

مَتى

The answer will be a time, so the question is مَتى. ماذا asks for a thing — and this sentence already has its thing.

“I go at seven o'clock.”

أَذْهَبُ ___ السّابِعَةَ.

السّاعَةَ · ساعَةَ

السّاعَةَ

Clock time is always definite, and it ends in -a with no little word in front — the missing preposition (Prepositions §5).

“This is the flat.”

هَذِهِ ___ الشَّقَّةُ.

هُوَ · هِيَ

هِيَ

شَقَّة is feminine, so the frame is هَذِهِ … هِيَ — Unit 2's هَذِهِ هِيَ (Lesson 2).

5. ثالِثاً: القِراءَة — Reading, 7 marks

اِقْرَأِ الفِقْرَةَ، ثُمَّ أَجِبْ بِنَعَمْ (✓) أَوْ لا (X).

– / 7

Read the paragraph aloud before 🔊. It is Unit 4's two morning dialogues told about one boy, in the he-form from §2. Open the meaning only if you must.

يَسْتَيْقِظُ أَحْمَدُ مُبَكِّراً عِنْدَ الفَجْرِ. يُصَلّي الفَجْرَ في المَسْجِدِ. أَحْمَدُ لا يَنامُ بَعْدَ صَلاةِ الفَجْرِ، هُوَ يَقْرَأُ القُرْآنَ. يَذْهَبُ إِلى المَدْرَسَةِ بِالحافِلَةِ السّاعَةَ السّابِعَةَ. يَوْمُ العُطْلَةِ، يَسْتَيْقِظُ مُبَكِّراً أَيْضاً. يَوْمُ الجُمُعَةِ في الصَّباحِ يَقْرَأُ صَحيفَةً أَوْ كِتاباً، وَيُصَلّي الجُمُعَةَ في المَسْجِدِ الكَبيرِ.
meaning

Ahmad wakes up early, at dawn. He prays fajr in the mosque. Ahmad does not sleep after the fajr prayer; he reads the Qur'an. He goes to school by bus at seven o'clock. On the day off he wakes up early too. On Friday, in the morning, he reads a newspaper or a book, and he prays the Friday prayer in the big mosque.

Print vs speech: the paper prints يَوْمُ العُطْلَةِ and يَوْمُ الجُمُعَةِ with -u. As time words (“on the day off”, “on Friday”) Unit 4 and item ٣ below print يَوْمَ with the -a that the Prepositions chapter calls the missing preposition. The 🔊 says يَوْمَ; treat the -u as a print slip.

١- يَسْتَيْقِظُ أَحْمَدُ مُبَكِّرًا.

  1. نَعَمْ (✓)
  2. لا (X)

٢- يُصَلّي أَحْمَدُ الجُمُعَةَ في المَسْجِدِ الكَبيرِ.

  1. نَعَمْ (✓)
  2. لا (X)

٣- يَوْمَ الجُمُعَةِ يَقْرَأُ صَحيفَةً أَوْ كِتاباً.

  1. نَعَمْ (✓)
  2. لا (X)

٤- أَحْمَدُ يَنامُ بَعْدَ صَلاةِ الفَجْرِ.

  1. نَعَمْ (✓)
  2. لا (X)

٥- يُصَلّي أَحْمَدُ الفَجْرَ في البَيْتِ.

  1. نَعَمْ (✓)
  2. لا (X)

٦- أَحْمَدُ مُهَنْدِسٌ.

  1. نَعَمْ (✓)
  2. لا (X)

٧- يَذْهَبُ إِلى المَدْرَسَةِ بِالسَّيّارَةِ.

  1. نَعَمْ (✓)
  2. لا (X)
the one that is not in the text

Item ٦ — nothing in the paragraph makes Ahmad an engineer; he goes to school. A statement the text does not make is لا. Items ٤, ٥ and ٧ each contradict one sentence: لا يَنامُ · في المَسْجِدِ · بِالحافِلَةِ.

6. Your paper

0 / 400 of 40 answered

Where a lost mark sends you:

Which two exercises on this paper cost you marks, and which page fixes each?

Your own answer — write it down; that is next session's plan. If none did, the paper is done: move on with the class.

7. Where this came from

  1. The class test (Al-Arabiyyah Bayna Yadayk, Book 1 — the review paper after Units 1–4), pp.1–2, photos in your library (library/raw/exam 1/). Transcribed 2026-09-04 with a worked key, marked [key] because the paper prints none. Marks per exercise are the printed tick-box numbers; the total is the printed «= ٤٠».
  2. Units 1–4 class pages for every content word (checked at ingest: each one is in a unit's word set or transcription); the he-forms and the rubric lines are the only Arabic on the paper not on a class page.
  3. Wiktionary (checked 2026-09-04) for the rubric lemmas — وصل (صِلْ — join, connect) · أضاف (أَضِفْ — add) · وضع (ضَعْ — put, place) · أكمل (أَكْمِلْ — complete) · قرأ (اِقْرَأْ — read) · أجاب (أَجِبْ — answer) · مفردات vocabulary · نحو grammar · قراءة reading · فقرة paragraph · استفهام interrogation, question; and for the he-form verbs by lemma (غسل · شاهد · ذهب · كنس · سكن · استيقظ · نام · كوى). The paper's ثَلّاجَة carries the shadda Wiktionary gives it; the Unit 3 card is spelt without.
  4. The يَوْمَ / يَوْمُ note follows Unit 4 p.3 and this paper's own item ٣; Wiktionary يوم lists the accusative يَوْمَ “on the day of”.

A paper is a photograph of one day. Do it once cold, note which exercises leaked, revise those pages, and sit it again after a few days — the second score is the one that means something. When the class hands out the next test, drop its photos in the library and it will get the same treatment. Anything unclear? Bring it to your teacher — in class.