Text 1

Human brain structure is composed of three main parts: the forebrain, midbrain and hindbrain, each with
multiple parts.
The Cerebrum: Also known as the cerebral cortex, the cerebrum is the largest part of the human brain,
and it is associated with higher brain function such as thought and action. Nerve cells make up the gray surface,
which is a little thicker than our thumb. White nerve fibers beneath the surface carry signals between nerve
cells in other parts of the brain and body . Its wrinkled surface increases the surface area, and is a six-lay ered
structure found in mammals, called the neocortex. It is divided into four sections, called “lobes”. They are; the
frontal lobe, the parietal lobe, the occipital lobe and the temporal lobe.
Frontal Lobe – The frontal lobe lies just beneath our forehead and is associated with our brain’s ability
to reason, organize, plan, speak, move, make facial expressions, serial task, problem solve, control inhibition,
spontaneity , initiate and self-regulate behaviors, pay attention, remember and control emotions.
Parietal Lobe – The parietal lobe is located at the upper rear of our brain, and controls our complex
behaviors, including senses such as vision, touch, body awareness and spatial orientation. It play s important
roles in integrating sensory information from various parts of our body , knowledge of numbers and their
relations, and in the manipulation of objects. Portions are involved with our visuospatial processing, language
comprehension, the ability to construct, body positioning and movement, neglect/inattention, left-right
differentiation and self-awareness/insight.
Occipital Lobe – The occipital lobe is located at the back of our brain, and is associated with our visual
processing, such as visual recognition, visual attention, spatial analy sis (moving in a 3-D world) and visual
perception of body language; such as postures, expressions and gestures.
Temporal Lobe – The temporal lobe is located near our ears, and is associated with processing our
perception and recognition of auditory stimuli (including our ability to focus on one sound among many , like
listening to one voice among many at a party ), comprehending spoken language, verbal memory , visual
memory and language production (including fluency and word-finding), general knowledge and
autobiographical memories.
A deep furrow divides the cerebrum into two halves, known as the left and right hemispheres. And,
while the two hemispheres look almost sy mmetrical, each side seems to function differently . The right
hemisphere is considered our creative side, and the left hemisphere is considered our logical side. A bundle of
axons, called the corpus callosum, connects the two hemispheres.

1. What is the main idea of the passage? (D) The location of parietal lobe is at the upper rear
(A) The description of surface carry signals of our brain, and controls our complex behaviors,
between nerve cells in other parts of the brain and that is, senses such as vision, touch, body
body awareness and spatial orientation.
(B) The explanation about A bundle of axons, called (E) The upper rear of our brain is at the pariental
the corpus callosum, connects the two lob, and controls our complex behaviors, including
hemispheres. senses such as vision, touch, body awareness and
(C) The overview about the structure and function spatial orientation.
of the human brain.
(D) The findings of the important roles of parietal 3. It can be concluded from the passage that ...
lobe in integrating sensory information from (A) Three main parts of human brain, the forebrain,
various parts of our body. midbrain and hindbrain, each with multiple parts,
(E) The argument of the perception and recognition have significant roles in controlling human activity.
of auditory stimuli in human brain. (B) The frontal lobe lies just beneath our forehead
and is associated with our brain’s ability to visual
2. The sentence ‘The parietal lobe is located at the recognition, such as visual recognition, visual
upper rear of our brain, and controls our complex attention, spatial analy sis.
behaviors, including senses such as vision, touch, (C) The right hemisphere is considered our creative
body awareness and spatial orientation’ In side, and the left hemisphere is considered human
paragraph 5 can best be restated as… mental activity .
(A) The parietal lobe can be in at the upper rear of (D) A deep furrow has functions to comprehend
our brain, and controls our complex behaviors, spoken language, verbal memory , visual memory
excluding senses such as vision, touch, body and language production.
awareness and spatial orientation.
(E) Frontal lobes are involved with our visuospatial
(B) The parietal lobe is located near the upper rear processing, language comprehension, the ability to
of our brain, and controls our complex behaviors, construct, body positioning and movement.
senses such as vision, touch, body awareness and
spatial orientation.
(C) The parietal lobe is located far from the upper
rear of our brain, and controls our complex
behaviors, a part of senses such as vision, touch,
body awareness and spatial orientation.
 (C) People’s information about human brain is
4. What most likely motivates the writer in writing the suffecient.
passage? (D) Many people have known about the functions of the
(A) Not many people have much information about the brain.
functions of parts of human brain.
(E) The information about functions about human
(B) There is a m stery about what functions of human brain is not available.
brain.
Text 2
Hawaii's Kilauea volcano keeps erupting with syrupy lava flows, serving as a fiery reminder of nature's
destructive power. There are two contents flow out as molten rock and they both have to do with volcanoes. But as
the ongoing eruption captures headlines, a question might occur to the readers: What's the difference between
magma and lava?
The distinction between magma and lava is all about location. When geologists refer to magma, they're
talking about molten rock that's still trapped underground. If this molten rock makes it to the surface and keeps
flowing like a liquid, it's called lava. Lava is molten rock generated by geothermal energy and expelled through
fractures in planetary crust or in an eruption, usually at temperatures from 700 to 1,200 °C (1,292 to 2,192 °F). The
structures resulting from subsequent solidification and cooling are also sometimes described as lava. The molten
rock is formed in the interior of some planets, including Earth, and some of their satellites, though such material
located below the crust is referred to by other terms.
Magmas vary in their chemical composition, which gives them—and the volcanoes that contain them—
different properties. Mafic magmas like those in Hawaii tend to form when the heavier crust that forms the ocean
floor melts. They contain between 47 to 63 percent silica, the mineral that makes up glass and quartz. Silicic
magmas, on the other hand, tend to form when the lighter continental crust melts. These magmas are more than 63
percent silica, which makes them more viscous: At their runniest, silicic magmas flow about as well as lard orcaulk
—which is to say not well at all. They're also cooler than mafic magmas. Rhyolite, an especially silica-rich type of
lava, hits temperatures between only 1,200 degrees to 1,500 degrees Fahrenheit.
When silicic magmas are no longer confined under sufficiently high pressure, the gases dissolved within
them come out of solution and form bubbles. And just like opening a shaken-up can of soda, the resulting rush of
vapor triggers an explosive eruption. Iconic cone-shaped volcanoes called stratovolcanoes, such as Mount
Pinatubo, are loaded with silicic magmas. Hawaii's volcanoes, on the other hand, contain especially low-silica
magmas made of basalt, which means they have much less explosive oomph. Instead, they ooze and spatter,
creating shield volcanoes—gently sloped formations that have become the islands' signature geologic silhouette.
5. What is the appropriate title of the text above? The sentence can be best restated with...
(A)The Explosive power of a volcano (A) the composition of magma can be differentiated
(B)The Characteristic of Magma and Lava through their chemical compound
(C)The Distinction of Magma and Lava (B) the chemical structure of magma is different
(D)The Pressure of Silicic Magmas as a Compostion of based on their compostion
a Volcano (C) the component of magma is made of chemical
(E)The Composition of Magma and Lava Based on a element
Volcano Structure (D) the basic structure of magma can be seen from
their chemical component
6. What is the motive of the writer to present the (E) the nature of chemical compostion is based on
passage? magma variation
(A) To raise people awareness about the danger of
volcanoe eruption 8. What is the difference of volcanoes in Hawaii from
(B) To persuade the readers not to live nearby the that of Mount Pinatubo?
area of volcano eruption (A) Mount Pinatubo is more destructive than Hawaii
C) To describe the danger of volcanoe eruption (B) Volcanoes in Hawaii are less explosive power
through the composition of magmas than that of Pinatubo
(D) To straigthen people’s misconception about the (C) Hawaii’s volcanoes are highly explosive than
difference of magma and lava those of Mount Pinatubo
(E) To expose people’s lack of understanding about (D) Hawaii’s volcanones are loaded with silicic
the terms of lava and magma magmas.
(E) Mount Pinatubo is the islands who has signature
7. ‘Magmas vary in their chemical composition,..’ geologic silhouette
9. In which paragraph does the author elaborate (C) Paragraph 4
what imposes low or high explosion of a volcano? (D) Paragraph 2 and 3
(A) Paragraph 2 (E) Paragraph 3 and 4
(B) Paragraph 3
Text 3
There have been a number of differences in the way geography is now to be approached in the National
Curriculum. It was decided that there would be a renewed emphasis on spatial knowledge, as well as the human
and physical processes. This should cover some technical procedures such as using grid references. There should
also be a renewed commitment towards the concept of fieldwork and the use of maps, as well as written
communication.
Dealing with geography, the National Curriculum includes certain topics, but not necessarily how they
should be taught. For example, the focus at key stage 1 is developing knowledge about the United Kingdom and the
world. Students should study certain fact such as the world‟s seven continents and their locations. They should be
able to name and identify the four coun-tries and capital cities of the UK. Trips to London may include extra-
curricular educa-tion that can aid students‟ understanding of the United Kingdom. They also should be able to
identify seasonal weather patterns, identify hot and cold areas of the world, and use world maps and globes to
identify the UK and other countries and oceans.
As they progress to key stage 2, students are expected to extend their knowledge to include Europe, North,
and South America as well as significant human and physical features. They should be able to identify the position
of latitude, longitude, the Equator and other large features of the world such as the Tropics of Cancer and
Capricorn. Students at key stage 2 should study more physical geography including the climate zones, biomes and
features such as volcanoes and earthquakes. Trips to destinations such as Iceland could encourage further learning
about some of the world‟s physical geography. There is a huge emphasis on geographical skills at this stage.
Students should be able to use the eight points of a compass, four and six-figure grid references and keys on
Ordinance Survey maps in order to develop their knowledge.
10. What is the topic of the passage? (C) current.
(A) The art of teaching geography. (D) regular.
(B) The world‟s physical geography. (E) situational.
(C) Topical approaches in teaching geography.
(D) Different strategies in teaching geography. 12. According to the passage, key stage 2 focuses
(E) The geographical topics in the national more on ….
curriculum. (A) the Tropics of Cancer and Capricorn.
(B) broader geographical abilities.
11. The underlined word ‘seasonal’ in paragraph 2 (C) patterns of climate change.
means …. (D) geographical physics.
(A) serial. (E) the trip to Iceland.
(B) cyclical.
Text 4
Our ancestors destroyed moot of our natural areas before anyone had a chance to study or to try to
understand them. As a result, we have lost the opportunity to learn about this areas and the benefits and
opportunities they might have yielded. Today our remaining natural areas serve important roles in the study of
ecology, botany, zoology, geology, and soil science. They provide controls for comparison against managed or
exploited resources. They also provide educational and cultural information important in the study of science, local
history, conservation, and nature studies such as bird-watching, insect study, and tree identification.
Preservation of natural areas also provides many practical benefits. For example, natural areas contain the
biological raw materials necessary for the development of products that could greatly benefit the health and well-
being of a man. A new wonder drug or fine industrial product may exist now only in some inconspicuous organism
harboured in a nature preserve. Up to approximately half of the drugs currently in use contain derivatives of wild
plants, yet only a small percentage of all plants have been investigated for their potential in such uses. The need to
protect the remaining 98 percent of natural areas until they can be researched is obvious.
From a genealogical standpoint, we have roots linking us to our ancestors. With so many of our natural
areas now gone, those that remain are a vital link to the past. They can help us and future generations better
understand the landscape and natural resources from which the pioneers molded their lives.
Certainly, one of the most important benefits to be derived from natural areas is the perceptive-
recreational benefit they provide. This is evidenced by the increasing numbers of people turning to the nature
preserve in order to escape briefly from the hustle-bustle of fast-paced society. The quiet environment of nature
calms the monotony in our daily lives whether from skyscrapers and pavement or unbroken horizons of corn and
beans. Healthy natural areas can offer substantial economic benefits to our com-munities as well. Wetlands, for
example, help with flood protection and the removal of pollutants from our water supply.
13. Paragraph 4 implies that …. (C) most of our natural areas had been destroyed by
(A) the number of people turning to the nature our ancestors, besides, we had an opportunity to
preserves becomes more and more. deeply study them.
(B) we cannot see any skyscrapers and pavement due (D) before most of our natural areas had been
to natural preservation. destroyed by our ancestors, we had an opportunity to
(C) preservation of natural areas can help us throw deeply study them.
away our stressful days. (E) we might have had an opportunity to deeply
(D) nature preserves briefly lighten busy life of urban study our natural areas if most of them had not been
environment. destroyed by our ancestors.
(E) quiet enjoyment of nature creates better daily
lives. 15. Which of the following obviously shows the
authors bias about natural areas?
14. The sentence „Our ancestors destroyed most of (A) As a result, we have lost the opportunity to learn
our natural areas before anyone had a chance to about these areas and the bene-fits and opportunities
study o try to understand them‟ in the first they might have yielded.
paragraph can best be restated as …. (B) Wetlands, for example, help with flood protection
(A) after we had an opportunity to deeply study our and the removal of pollutants from our water supply.
natural areas, most of them had been destroyed by (C) The need to protect the remaining 98 percent
our ancestors until they can be researched is obvious.
(B) we had an opportunity to deeply study our (D) With so many of our natural areas now gone,
natural areas although most of them had been those that remain are vital link to the past.
destroyed by our ancestors. (E) Preservation of natural areas also provides many
practical benefits.