Reading Passage 1: Nadia’s First Week at ILC

Instructions: Read the passage carefully and answer Questions 1–5.

Nadia moved from Indonesia to Kuala Lumpur last month to study English. Her classes at ILC began on Monday. She takes the train to school every morning and arrives at 8:30 a.m. Classes start at 9:00 a.m.

There are ten students in Nadia’s class. They come from several different countries. Her teacher, Mr Adam, uses games, pictures and short conversations to help the students learn. Nadia enjoys the speaking activities, but she finds the listening exercises difficult.

On Wednesday, Nadia joined the school’s conversation club. The club meets in the library from 3:00 p.m. to 4:00 p.m. twice a week. On Friday, she borrowed an English storybook to practise reading at home.

Nadia misses her family, but she is happy because her English is improving and she has already made some new friends.

Reading Passage 2: A New Way to Travel

Instructions: Read the passage carefully and answer Questions 6–10.

For several years, Daniel drove from his suburban home to his office in the city centre. The journey usually took 45 minutes, although heavy traffic sometimes made it much longer. Last spring, his employer organised a month-long travel challenge. Employees were encouraged to avoid driving alone and try a more sustainable form of transport. Daniel was initially reluctant because he believed cycling would be exhausting and trains would be unreliable.

His colleague Maya suggested that he cycle for ten minutes to the railway station, leave his bicycle in the secure parking area and complete the journey by train. During the first week, Daniel left home earlier than usual and carried an extra shirt for work. His new journey took about ten minutes longer than driving on a normal day, but he arrived feeling less stressed. He also saved money on petrol and parking.

By the third week, Daniel felt fitter and had started using his time on the train to read. However, the arrangement was not perfect. On one rainy morning, his train was delayed and he nearly missed an important meeting. This experience reminded him that no form of transport is convenient every day.

At the end of the challenge, many employees said they intended to use alternative transport two or three days a week instead of giving up their cars completely. Daniel made the same decision. He still drives when the weather is severe or when he needs to carry equipment, but on most days he cycles and takes the train. He learned that changing an old habit becomes easier when people have a practical alternative and encouragement from others.

Reading Passage 3: The Difference Between Being Busy and Being Productive

Instructions: Read the passage carefully and answer Questions 11–15.

In many workplaces, being busy is treated as evidence of commitment. Employees who reply to messages late at night, attend every meeting and keep their calendars full may be praised for their dedication. However, visible activity does not necessarily represent meaningful progress. Someone can spend an entire day answering notifications, updating spreadsheets and revising minor details while postponing the one complex task most likely to improve a project.

This confusion partly exists because busyness is easy to observe and measure. A manager can count how many messages an employee sends, how many meetings they attend and how many hours they remain online. In contrast, the value of careful planning or creative problem-solving may become apparent only much later. Consequently, some organisations reward immediate activity because it is more visible. Employees may then adapt by choosing tasks that make their effort obvious rather than tasks that produce the greatest benefit.

This pattern can become counterproductive. Frequent interruptions make concentration more difficult, while rushing from one activity to another can increase mistakes. A full schedule also leaves little opportunity to consider whether the work being completed is genuinely important. Finishing ten low-priority tasks may create a satisfying sense of achievement without advancing the organisation’s main objective.

Reducing unnecessary activity does not mean ignoring responsibilities. Routine communication and administrative work are still necessary. A more effective approach is to identify the most valuable outcome, protect periods for concentrated work and review whether every meeting is necessary. Rest also plays an important role. A tired employee may take longer to complete a task and may overlook problems. From this perspective, a break is not simply a reward received after productive work; it can be one of the conditions that supports productivity.

An empty calendar does not guarantee achievement either. The central lesson is not that people should work less at all costs, but that work should be evaluated according to its contribution. Organisations that value results over appearances may create an environment in which employees can concentrate on what matters instead of continually trying to prove that they are occupied.