Education is often viewed as school in a traditional, formal sense.

Many people believe that true

learning can only take place in a formal classroom setting. Others feel education occurs in many different
forms and environments. There may not be a definitive answer to the question of, 'What is education?'
However, we can start thinking about the purpose of education. Is it to educate youth to be responsible
citizens? Is it to develop individuals, as well as society, in order to ensure a society's economic success? Or
is it to simply focus on developing individual talents and intelligence? Perhaps it is the balance of all three
that defines education? While our answers may differ, we can perhaps agree that education is a basic human
right. When that right is granted growth and development, the society as a whole is more likely to improve
in areas such as health, nutrition, general income and living standards and population fertility rates.

As global citizens it is our responsibility to critically think about the issues and attempt to come up with
solutions to the problems plaguing education. In 1990 UNESCO launched EFA, the movement to provide
quality education for all children, youth, and adults by the year 2015. The unfortunate reality is that for
many countries, larger issues some before improving the quality of education. How can we achieve the goals
of EFA when numerous countries around the world are faced with challenges that seem far too impossible to
overcome? The answer lies in attempting to bridge some of the gaps that prevent developing nations to
compete with developed nations. One example is that of providing greater access to technology and
narrowing the ever widening digital divide. In many ways the most basic access to technology can serve as a
valuable educational tool. Individuals who are not afforded this access are at a disadvantage when trying to
grasp opportunities to make life better for themselves, their families, and their community.

1. The author's main concern in the first paragraph of the passage is that.........
A. there is no exact definition about education. B. education is a fundamental individual's right.
C. everyone has the right to get quality education. D. education occurs in any place not just schools.
E. development can be gained through education.

2. If the author is right concerning the role of education, the following might be predicted to take place,
EXCEPT.........
A. longer life expectation B. lesser birth rates C. improved welfare
D. better quality living E. more job opportunities

3. The following sentences reflect the author's opinions in the passage, EXCEPT .......
A. everyone has the right to get education. B. education cannot be easily defined.
C. EFA provides quality education by 2015. D. education is basic to human development.
E. The EFA goals are faced with serious challenges.

4. The situation the author shows in the passage is best described as a follows ........
A. quality education fundamentally ensures quality living in all sectors.
B. education is essentially everyone's right yet it still has its challenges.
C. there are problems in education in spite of its significant role.
D. as long as nations compete, education cannot progress.
E. absence of an exact definition causes problems in education.

5. The part following the passage above would likely discuss .........
A. lack of access to technology in developing countries to support educational practices.
B. needs of modem digital technology to back up the implementation of EFA in education.
C. roles of technology in providing individuals with cheap and accessible quality education.
D. inability of developing nations to compete with developed countries in technology.
E. government's roles and responsibilities in managing education for their citizens.
 Heart disease is Western society’s number-one killer. It accounts for one -third of all deaths in
America and for well over half the deaths among middle-aged men. Heart disease was relatively rare in
America at the turn of the century, but it has risen dramatically since then, with a slight downturn in 1960.
Heart disease is often viewed as a disease of modern living, spurred on by the habits and the stress of
industrialized society. Evidence for this idea comes from the fact that non-Western societies have relatively
low rates of heart disease. And there is a higher rate of heart disease among immigrants to America, such as
Japanese Americans and Chinese-Americans, than among those who remain in their native country,
suggesting that something about the Western environment promotes the development of the disease.
Heart disease usually involves the formation of a fatty substance called plague in the walls of the
coronary arteries that supply blood to the heart. If the arteries become narrowed enough or blocked, the
person may suffer a heart attack that is death of a region of heart muscle tissue.
Among the many factors that have been found to be related to the risk of developing heart disease are high
blood pressure, a history of heart disease among one's close relatives, cigarette smoking, being relatively
overweight, and a high level of a fatty substance called cholesterol in the blood. In addition to all of these
well- established risk factors, it is now clear that stress can have a major impact on the development of heart
disease. People who continually undergo a great deal of stress - and who lack the ability to control it - are at
a significantly greater risk for disease than people who undergo less stress or who can manage stress
successfully. Jobs that impose high psychological demons but that provide the worker with the little control
- such as a cook, waiter, and hospital orderly - seem to breed heart disease.

6.   There is a higher number of heart patients among Japanese and Chinese immigrants in the U.S. because
A.   the U,S. has the highest rate of heart disease in the world
B .  they might not have been able to cope with the stress of living in an industrialised society
C.   the food in the U.S. contains too much cholesterol
D.   they are often unjustly treated in their adopted home country
E.   they work hard to create a better life for their children

7.   How serious' is the prevalence of heart disease among people living in the U.S?
A.   fifty percent of the deaths is caused by heart disease deceased sharply
B.   in 1960 the rate of death caused by heart disease decreased sharply
C.   thirty percent of the victims of heart disease were men
D.   heart disease has always been rare among American citizens
E.   more than fifty percent of people in their 40s died of heart disease

8.   A person gets a heart attack when...

A.   plague is formed in the walls of the arteries
B.   coronary arteries are blocked by a fatty substance
C.   smoking cigarettes causes hypertension
D.   a region of heart muscle tissue is dead
E.   heart disease is genetic among close relatives

9.   The third paragraph tells us about a person can get a heart attack ____.
A.   the process B.   how much C.   the reason D.   what time E.   how long

10.   "Well-established risk factors' in line 17 are risk factors which ____."

A.   have been proved real B.   are related to the environment
C.   show a contagious disease D.   are formed by the disease
E.   create a belief among people

Forests have the ability to regulate water systems, prevent erosion and flood, and maintain soil fertility. The
ability of forests is inseparable from the existence of millions and even billions of trees in a forest area.
Trees only store water for their own needs, and the land saves water.
Billions of trees with their wide canopies will hold back rain. In this position, rain water does not directly hit
the soil surface, but will fall slowly through the leaves and flow through the tree trunk. Then, the soil surface
filled with tree trunks will produce quite a lot of litter originating from organic materials in the forms of leaf
and dry twigs. Dramatically, littering is heading towards the decay process. The organic materials are
collected on the soil surface.
Litter blocks the water falling from the canopy so it does not directly hit the soil. Litter also functions as a
place to live for millions of organisms (e.g. worms). This organism punctures the land as a home and place
of life. This organism’s behavior causes the soil surface to become loose and porous. When rain drops from
the canopy fall onto the litter, the water slowly flows to the soil surface. The loose and porous top layer of
soil will absorb the water and then the water will be stored in the aquifer, the underground river.
The soil surface in the forest has high capacity to absorb rainwater. As a result, most of the rainwater seeps
into the soil; only a little becomes running water. Running water is the water that cannot be absorbed by the
soil surface. This water will go down to a lower area. If running water exceeds the carrying capacity of the
river, it can certainly cause flood. Most of the rainwater that falls in the forest area will be absorbed by the
Furthermore, the water stored in the aquifer will come out regularly through springs. From these springs,
water flows through rivers that are mostly found in the forest area. In addition, there is also underground
water that comes out as a spring in the resident wells.
11. The word 'dramatically' in paragraph 2 is best replaced by ....
A. gradually B. naturally C. amazingly D. surprisingly E. simultaneously
12. What is the main idea of the passage?
A. Water guarantees millions of organisms to survive in forest areas.
B. Land stores and releases water through various processes.
C. Litter gradually flows water to the soil surface.
D. Trees store water to fulfill human daily needs.
E. Forests have various benefits for human life
13. With the sentence ‘This organism's behavior causes the soil surface to become loose and porous’ in
paragraph 3, the writer intends to ....
A. describe the organism and its behavior against loose soil
B. confirm the behavior of organisms in loose soil C. compare the loose soil with the porous soil
D. uncover natural processes at soil srosion E. explain the causes of soil erosion

14. What most likely motivates the writer in writing the passage?
A. There is an unresolved flood problem. B. People’s awareness towards reforestation is low.
C. Not many people understand the benefits of water for forests.
D. There is the fallacious concept that trees store large amount of water.
E. The information about the importance of trees in storing water is not available.

Rina : What are you thinking about?

Dino : I’m thinking about my plan after graduating from Senior High School.
Rina : Can you tell me your plan?
Dino : My parents asked me to study in Turkey since its higher education there is cheaper than here. But, it’s
kind of hard for me to live far away from my family. What about yours?
Rina : I think it’s a good idea. Living far away from your parents will teach you how to be an independent
man. I’ll be studying at IIUM majoring in international relations. I want to be a diplomat.
Dino : That sounds great. It means that you’re going to live far away from your parents as well?
Rina : Yes. I want to be independent. Of course, I’ll be missing them, but I think it’s going to be a great
challenge for me.

 15. What is the main topic of the conversation above?

A. Studying in Turkey is cheaper B. Asking suggesting about study
C. Discussing about plan after graduation D. Living far away from parents is difficult
E. Majoring in politics is great