ODA BULTUM UNIVERSITY SPECIAL NON-BOARDING SENIOR SECONDARY SCHOOL

FIRST SEMESTER ENGLISH MID EXAMINATION FOR GRADE TEN STUDENTS IN 2015 E.C.
Time allowed 40`
Name______________________Grade 11____Id_____
Read the following passage carefully and answer the questions accordingly.

The Use of Peer Education

It is up to you and your community to decide whether or not to work with peer-educators in your
program. Working with peer-educators may require a significant commitment in time, resources,
and support, yet the benefits of using peer educators can be considerable Peer educators are
people selected for their leadership potential in helping others. They are trained to help other
participants learn through demonstrations, listening, and role playing, encouraging, serving as
role models, providing feedback, and supporting healthy decisions and behavior.

Young people are likely to listen to, and imitate peers that are well liked and respected. Peer
educators who model examples of healthy behaviors can influence behaviors of other peers and
help them avoid taking risks. They can support, encourage, and help their peers both inside and
outside of sessions. Peer educators may be able to help manage and solve problems among the
group. Some characteristics to look for when choosing peer-educators include: Considered
opinion–leaders by other young people. Concerned about the welfare of their peers, able to listen
to others, honest, Well–liked by other young people, Well–rounded young people not necessarily
the top student in the class; someone who does well in school but also is active outside of the
classroom, such as in sports, clubs, or community work.

Peer educators require an extra time commitment. It can be difficult maintaining motivation.
Often peer educators want an incentive for the work that they provide. Emphasize the benefits of
being a peer-educator, including skills and self–esteem building, contacts, and so forth. You
might provide a group uniform or badge to set them apart from others, make it possible for them
to network with other peer educators. Students may become jealous of peer educators. Strike a
balance between motivating the peer educators through opportunities and making other young
people jealous by your treatment of the peer educators. If others are jealous of the peer educators,
they will be much less effective than if they are well liked and feel a part of the group.

A peer educator, who becomes ill-mannered, may be incredibly damaging to the

program. For this reason, constant monitoring, re–training, and reinforcement are crucial for your
peer educator program. However, keep in mind that “relapse is expected” in behavior change.
Your response to such a situation is important in reducing the stigma associated with HIV,
disability etc. Guiding this peer educator through such a life change will provide a powerful
example for the peer group. Peer educators may not be knowledgeable and convey incorrect
information. When peer educators spread information, other young people typically believe
them. After all, you have chosen and trained these young people, so the belief is that they must
be experts. Therefore, if peer educators are spreading incorrect information, it can be doubly
harmful. It is imperative to spend time training and re–training these young people to
disseminate correct information.

There are a number of ways to choose your peer educators. Involve the community leaders.
Then, put the potential peer educators through some exercises. Based on the personalities that
manifest themselves in these exercises choose a good mix of peer educators. Ask the young
people to nominate or choose peer educators. It is certainly a good idea to have young people
choose those who will represent them. You can try to avoid the popularity contest phenomenon
by asking them to vote for twice as many peer-educators as you need. Then using the process
suggested for the community above, choose the best peer educators. If you are working in a
school, it may be best to select some peer-educators from each of the grade levels. If all peer
educators are from the final grade, you will lose all of your peer educators at once when they
finish school. To reach a wide range of people, choose young people from different groups,
clubs, and interests.

1. According to the passage who are peer educators?

A) People who have better potential from the community.
B) People who have good leadership quality.
C) People who are willing to lead others.
D) People who are frightened by the community members.
2. Which one is not the benefit of using peer-educators?
A) To help and manage the group. C) To impose once need on the group
B) To be a good role model for others. D) To provide encouragement for peers.
3. What are the parameters to select peer educators?
A) In the school, we mostly select from the higher grade.
B) We select them from peer groups in spite of their traits manifestation
C) We select them based on their popularity in the society.
D) It is better to choose mixed ability and gender as well as class level.
4. According to the passage which of the following statement is true?
A) Young people should appoint their representatives by themselves.
B) Inclusion of people with HIV and disability in peer group is not advisable.
C) Irregular monitoring/ reinforcement are sufficient to strength the task of peer groups.
D) Peer-educators will be selected from elders who are well-liked by the community.
5. Which of the following words has nearly the same meaning as stigma?
A) Relapse B) Disability C)Setback D) Expected
6. Which one does the writer mention more dangerous condition of peer-educators tasks?
A) When peer-educators selected based on their manifested behavior.
B) If peer-educators selected from low grade level.
C) If peer educators lack knowledge and pass information wrongly.
D) Involving the community leaders in peer educator nomination.
7. In Paragraph four the writer mention “However, keep in mind that “relapse is expected” in
behavior change” has nearly the same meaning as?
A) The behavior of peer-educator can change time to time.
B) Peer-educators must think to change their behavior.
C) The behavioral withdraw of peer educator will happen.
D) There is similarity of behaviors in peer-educators.
8. As used in paragraph two, the word “them” refers to ____
A) Peer educators with good manner C) All members of the peer groups
B) Young people D) A member of peer groups except the peer-educator
9. What does the antonym for the word incentive in “peer educators want an incentive for the
work that they provide” refer to?
A) Wage B) stipend C) income tax D) Allowance
10. In paragraph three the word it in “…make it possible for them to network with other peer
educators” refer to:
A) Providing benefits C) Incentives
B) The networking D) Group uniform or badge
11. Which o word has nearly the same meaning as to disseminate correct information?
A) Distribute B) Reduce C) Minimize D) Cross check
12. According to the passage, which one is an incorrect statement?
A) Ill-mannered peer educator does not much damaging to the program.
B) Choosing young people from different groups and interests are better to sustain the task.
 C) Peer educators will be more knowledgeable than the other group members.
D) It is mandatory to work with peer group in every program
13. I _____ to most countries in Europe, but I’ve never _____ to Russia.
A) Was / gone B) have gone / been
C) have been / been D) went / gone
14. When I got to the office, I _____ that I _____ to lock the front door.
A) Had realized / forget B) realized / had forgotten
C) Realized / forget D) had realized / had forgotten
15. “You’ll have to make up your mind soon.” She told me I _____ make up my mind soon.
A) Had to B) will have had to C) Would have to D) could have to
16. I live in a house now, but before I _____ in a flat.
A) Am using to live B) would live
C) Had used to live D) have been
17. I _____ work very hard because I have an exam next week.
A). am having B) used to C) had to D) have to
18. I’m fed up _____ cooking. Let’s eat _____ for a change.
A) in / out B) on / now C) with / out D) at / out
19. If you _____ any problems, let me know and I _____ and help you straight away
A) had / would come B) have / will come
C) had had / would come D) have / would go
20. “We have mice in the kitchen.” “If you _____ a cat, the mice _____ soon _____.”
A) had / would / disappear B) have / will / disappear
C) are / will / disappear D) had / will / disappear
21. “Have you seen my daughter?” a woman is asking her neighbor. A woman is asking her
neighbor ___ her daughter.
A) Has she seen B) have I seen C) if she has seen
D) if she have seen E) have you seen
22. The residents of the small town looked for an eloquent civil servant to give the welcoming
address in the ceremony. A) A friendly person B) a kind person
C) a good speaker D) a calm speaker E) a serious speaker
23. The theory that business could operate totally without the aid of government has proved to be
an erroneous belief. A) Authentic B) argument C) flawed D) feasible
24. Under the guise of asking the way to the station, the detective approached the suspicious-
looking young man. A) Assistance B) clad C) secrecy D) outfit E) pretense
25. Your outrageous behavior was more shocking than entertaining.
A) Diminutive B) sinful C) tentative D) offensive E) atrocious
26. Rafts _____ the trunks of trees may have been the earliest vehicles.
A) Are made from B) made from
C) which they are made from D) which made
Connect the following paired sentences into a single form
27. A. The athlete starts wrongly in 100m final and made no such mistake in the 200m.
B. had been disqualified from the men’s 100m final

28. A. Students will be admitted in our school.

B. They have enough English and mathematics skill.

29. A. The people have gone through several hurricanes.

B. They have lived in Florida for 20 years.
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30. A. We stood on the great historical bridge.
B. It connects the two halves of the city.
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BY, MOKE