Read the following text to answer the questions.

Earthquakes are caused by movements of the Earth’s plates.

The Earth’s crust is cracked and broken into at least 15 pieces. These pieces are called plates. The plates are not still. They are being pushed and pulled around by movements of the hot mantle rock below them.

When two plates push against each other they cause a great strain. As the rocks strain, they bend. This bending may split the rocks, forming what is called a fault line. When the plates slip along the fault line, the land above shudders and shakes.

These shudders and shakes (called shock waves) start deep underground and travel to the surface. When the shock waves reach the surface, they are described as an earthquake.

The point where the shock waves reach the surface is called the epicenter. Shock waves travel out from the epicenter just as ripples spread out when you drop a stone in a pond. Earthquakes can set off landslides and tidal waves.

Each year about 500,000 earthquakes are recorded. Most of them are very slight but hardly noticed. However every year about 1,000 earthquakes are strong enough to cause damage. In August 1999, the collapse of buildings in Turkey caused terrible damage to buildings resulting in thousands of deaths.

  1. What does the text tell about?

(A)    the process of earthquake

(B)    the effects of earthquakes

(C)   the history of earthquakes

(D)   the causes of earthquakes

(E)    the definition of earthquakes

2. What is the purpose of the text?

(A)    to give factual information

(B)    to tell past experience

(C)   to amuse the readers

(D)   to discuss the pro and cons

(E)    to explain how something happen

3. What causes earthquakes according to the text above?

(A)    hard raining

(B)    movements of the earth’s plate

(C)   the broken rocks

(D)   explosion of volcano

(E)    landslides and tidal waves

4. What is epicenter?

(A)    the formation of split rocks

(B)    the cracked and broken crust into pieces

(C)   the point where the shock waves reach the surface

(D)   two plates push against each other

(E)    the shudders and shakes of land

5. What does plates in paragraph 2 means?

(A)    flat that you put food on

(B)    pieces of metal at the front and back of the vehicle

(C)   pieces of cracked and broken earth’s crust

(D)   flat thin sheet of metal

(E)    movement of the hot mantle rock

6. What does ‘them’ in Most of them are …(last paragraph) refer to?

(A)    earthquakes

(B)    damages

(C)   each year

(D)   buildings

(E)    thousands of deaths

Text 2

There is a debate in the community at the moment about how long the school day should be. Some people think that school hours no longer fit in to the timetable for parents who work. Other people feel that students should not be away from their families for any more time.

Those people who are in favor of longer school hours point out that most parents work. They leave house before school begins and finish work after school ends. If parents have primary school children they have difficulty arranging child care for them before and after school. Child-are also costs money. Sometimes the cost of child-care takes up most of the money a parent earns. Some parents who cannot afford child-care allow their children to unlock the house and stay at home unsupervised. These children can get into trouble or watch too much TV. If there were longer school hours, children of working parents would be better cared for and do their homework at school.

On the other hand people who are against the school day being longer say that there is enough school time already. Families like to choose what the children do for the rest of the day. Some families like children to play in the afternoon sporting teams. Other children learn to play a musical instrument or do jobs for the family. Another reason is that not all parents work after school and then they can spend more time with their children. Also children who go to school early and come home late travel in the dark in winter. This could be dangerous. A long school day also makes children too tired.

It can be seen that there are reasons for and against a school day being longer. After looking at both sides of the argument I think that the school day should say the same as it is now and families should choose what they do with the rest of the day.

7. What is the type of the text?

(A)    review

(B)    explanation

(C)   information report

(D)   discussion

(E)    exposition

8. What is the main idea of paragraph 1?

(A)    issue on how long the school day should be.

(B)    There should be longer school hours

(C)   Students should stay longer at school

(D)   Families should against the school hours

(E)    Students should find more activities after school.

9. Why do some people against longer school hours?

(A)    there is not enough school time

(B)    travel in the dark in the winter is dangerous

(C)   they have no money

(D)   they have no time to play with their children

(E)    children should not play sport after school

10. What is the conclusion of the text?

(A)    children should not go to school

(B)    parents should not work

(C)   there should be longer school time

(D)   the school day should stay the same as it is now

(E)    families should find the best school in the country


A gorilla went into a bar and (11) … a whisky. The barman thought that it was unusual to see a gorilla in a bar drinking whisky and, (12) …  that gorillas must be stupid, he thought he would try to take advantage of the situation and overcharged him. He served the gorilla the whisky and said, ‘That’ll be fifty dollars please’. The gorilla immediately took out his wallet and paid the barman, (13) … was very happy. The gorilla drank his whisky quietly and then ordered another. The barman served him and asked him another fifty dollars. As the gorilla (14) …. his whisky, the barman got curious and decided to find out why the gorilla was in the bar. So, to strike up a conversation, he said, ‘It’s funny, we don’t get many gorillas in here’. ‘I’m not (15) …. with the price of your whisky.’ the gorilla replied.

11. (A) ordering

(B) ordered

(C) orders

(D) was ordered

(E) was ordering

12. (A) thought

(B) was thought

(C) thinking

(D) was thinking

(E) thinks

13. (A) whose

(B) which

(C) where

(D) who

(E) whom

14. (A) was drinking

(B) drank

(C) was drunk

(D) had drunk

(E) drinks

15. (A) surprising

(B) surprise

(C) surprised

(D) surprisingly

(E) surprises


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