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Canada is a very large country .It is the second largest country in the world .By contrast it has a very small population . There are only about 29 million people there . Most Canadians are of British or French _ ,and French is an official language of Canada as well as English .About 45%of the people are of British origin ,that is ,they or their parents or grandparents , etc ,come from British . Nearly 30%are of French origin . Most of the French -Canadians live in province of Quebec . Over the years ,people have come to live in Canada from many countries in the world .They are from many countries in the world .They are from most European countries and also from China, besides other Asian countries . However , Canada was not an empty country when the Europeans began to arrive . Canadian Indians lived along the coast , by the rivers and lakes and in forests . Today , there are only about 350 000 Indians in the whole country , with their own languages . In the far north live the Inuit . There are only 27 000 Canadian-Inuit . Their life is hard in such a difficult climate . The word " origin " in the passage means _ .
|
[
".",
".",
".",
"."
] | 3D
|
|
Canada is a very large country .It is the second largest country in the world .By contrast it has a very small population . There are only about 29 million people there . Most Canadians are of British or French _ ,and French is an official language of Canada as well as English .About 45%of the people are of British origin ,that is ,they or their parents or grandparents , etc ,come from British . Nearly 30%are of French origin . Most of the French -Canadians live in province of Quebec . Over the years ,people have come to live in Canada from many countries in the world .They are from many countries in the world .They are from most European countries and also from China, besides other Asian countries . However , Canada was not an empty country when the Europeans began to arrive . Canadian Indians lived along the coast , by the rivers and lakes and in forests . Today , there are only about 350 000 Indians in the whole country , with their own languages . In the far north live the Inuit . There are only 27 000 Canadian-Inuit . Their life is hard in such a difficult climate . About 23% of people came from _ .
|
[
"China",
". England",
". France",
"some other countries except France and Britain"
] | 3D
|
|
Canada is a very large country .It is the second largest country in the world .By contrast it has a very small population . There are only about 29 million people there . Most Canadians are of British or French _ ,and French is an official language of Canada as well as English .About 45%of the people are of British origin ,that is ,they or their parents or grandparents , etc ,come from British . Nearly 30%are of French origin . Most of the French -Canadians live in province of Quebec . Over the years ,people have come to live in Canada from many countries in the world .They are from many countries in the world .They are from most European countries and also from China, besides other Asian countries . However , Canada was not an empty country when the Europeans began to arrive . Canadian Indians lived along the coast , by the rivers and lakes and in forests . Today , there are only about 350 000 Indians in the whole country , with their own languages . In the far north live the Inuit . There are only 27 000 Canadian-Inuit . Their life is hard in such a difficult climate . Which of the following is true according to this passage ?
|
[
"There are 27 000 Canadian-Indians in Canada",
". More than 13 million people have come from Britain and France recent years .",
"There are 30% of the population whose parents or grandparents come from France",
"There are no people when the Europeans began to arrive in Canada"
] | 2C
|
|
Hilton Shanghai, the city's first international hotel, has been recognized as a top business hotel in Shanghai for its convenient location and outstanding facilities for more than 20 years. However, the hotel's newly appointed general manager Gerd Knaust says it is the people that make the hotel successful. More than 380 employees have been working with the hotel for more than 15 years. Some of them have personal relationships with customers. ''It's a people-relation business,'' Knaust says. ''They really tell me about the stories in the last 15 years. It's something very nice to listen to. It's also a lasting memory for the guests.'' In fact, over the years, some of the guests have stayed in the hotel 200 or even 300 times. Knaust, who has been working in the hospitality industry for more than 30 years, started his career as a chef in Germany. During his early 30s, Knaust already moved to the top in the culinary field as director of kitchen of Hyatt Regency Cologne in Germany. After holding several general manager positions in Mandarin Oriental hotels, Knaust joined Hilton International as the general manager to open the Conrad and Doubletree by Hilton at Haitang Bay, Sanya in 2010. When he was appointed as the general manager of Hilton Shanghai in November, he not only was heavily involved in recruitment, sales and marketing strategies but also he worked closely with the food and beverage team to develop the hotel's restaurant concepts and menus. ''I believe that we should offer quality and healthy food.'' he says. Knaust believes that a hotel must value the customers' comments on Ctrip, Trip Advisor and other platforms, etc. ''It keeps us more on guard to be 100 percent professional,'' he says. Why do business travelers choose Hilton Shanghai?
|
[
"Because of its location, facilities and good service.",
"Because it is in Shanghai.",
"Because its general manager is excellent.",
"Because some customers are the staff's relatives."
] | 0A
|
|
Hilton Shanghai, the city's first international hotel, has been recognized as a top business hotel in Shanghai for its convenient location and outstanding facilities for more than 20 years. However, the hotel's newly appointed general manager Gerd Knaust says it is the people that make the hotel successful. More than 380 employees have been working with the hotel for more than 15 years. Some of them have personal relationships with customers. ''It's a people-relation business,'' Knaust says. ''They really tell me about the stories in the last 15 years. It's something very nice to listen to. It's also a lasting memory for the guests.'' In fact, over the years, some of the guests have stayed in the hotel 200 or even 300 times. Knaust, who has been working in the hospitality industry for more than 30 years, started his career as a chef in Germany. During his early 30s, Knaust already moved to the top in the culinary field as director of kitchen of Hyatt Regency Cologne in Germany. After holding several general manager positions in Mandarin Oriental hotels, Knaust joined Hilton International as the general manager to open the Conrad and Doubletree by Hilton at Haitang Bay, Sanya in 2010. When he was appointed as the general manager of Hilton Shanghai in November, he not only was heavily involved in recruitment, sales and marketing strategies but also he worked closely with the food and beverage team to develop the hotel's restaurant concepts and menus. ''I believe that we should offer quality and healthy food.'' he says. Knaust believes that a hotel must value the customers' comments on Ctrip, Trip Advisor and other platforms, etc. ''It keeps us more on guard to be 100 percent professional,'' he says. From the passage we know _ .
|
[
"Hilton Shanghai is the first international hotel in China",
"Gerd Knaust thinks that the staff is the most important in making the hotel successful",
"Gerd Knaust has worked in Hilton Shanghai for more than 20 years",
"most of the employees in Hilton Shanghai have personal relationships with customers"
] | 1B
|
|
Hilton Shanghai, the city's first international hotel, has been recognized as a top business hotel in Shanghai for its convenient location and outstanding facilities for more than 20 years. However, the hotel's newly appointed general manager Gerd Knaust says it is the people that make the hotel successful. More than 380 employees have been working with the hotel for more than 15 years. Some of them have personal relationships with customers. ''It's a people-relation business,'' Knaust says. ''They really tell me about the stories in the last 15 years. It's something very nice to listen to. It's also a lasting memory for the guests.'' In fact, over the years, some of the guests have stayed in the hotel 200 or even 300 times. Knaust, who has been working in the hospitality industry for more than 30 years, started his career as a chef in Germany. During his early 30s, Knaust already moved to the top in the culinary field as director of kitchen of Hyatt Regency Cologne in Germany. After holding several general manager positions in Mandarin Oriental hotels, Knaust joined Hilton International as the general manager to open the Conrad and Doubletree by Hilton at Haitang Bay, Sanya in 2010. When he was appointed as the general manager of Hilton Shanghai in November, he not only was heavily involved in recruitment, sales and marketing strategies but also he worked closely with the food and beverage team to develop the hotel's restaurant concepts and menus. ''I believe that we should offer quality and healthy food.'' he says. Knaust believes that a hotel must value the customers' comments on Ctrip, Trip Advisor and other platforms, etc. ''It keeps us more on guard to be 100 percent professional,'' he says. Knaust joined Hilton International as the general manager to _ .
|
[
"start his career as chef",
"be involved in recruitment",
"open the Conrad and Doubletree",
"develop the hotel's restaurant concepts and menus"
] | 2C
|
|
Hilton Shanghai, the city's first international hotel, has been recognized as a top business hotel in Shanghai for its convenient location and outstanding facilities for more than 20 years. However, the hotel's newly appointed general manager Gerd Knaust says it is the people that make the hotel successful. More than 380 employees have been working with the hotel for more than 15 years. Some of them have personal relationships with customers. ''It's a people-relation business,'' Knaust says. ''They really tell me about the stories in the last 15 years. It's something very nice to listen to. It's also a lasting memory for the guests.'' In fact, over the years, some of the guests have stayed in the hotel 200 or even 300 times. Knaust, who has been working in the hospitality industry for more than 30 years, started his career as a chef in Germany. During his early 30s, Knaust already moved to the top in the culinary field as director of kitchen of Hyatt Regency Cologne in Germany. After holding several general manager positions in Mandarin Oriental hotels, Knaust joined Hilton International as the general manager to open the Conrad and Doubletree by Hilton at Haitang Bay, Sanya in 2010. When he was appointed as the general manager of Hilton Shanghai in November, he not only was heavily involved in recruitment, sales and marketing strategies but also he worked closely with the food and beverage team to develop the hotel's restaurant concepts and menus. ''I believe that we should offer quality and healthy food.'' he says. Knaust believes that a hotel must value the customers' comments on Ctrip, Trip Advisor and other platforms, etc. ''It keeps us more on guard to be 100 percent professional,'' he says. What is the passage mainly about?
|
[
"First international hotel in Shanghai.",
"How to manage a hotel well.",
"Knaust's management idea.",
"Knaust's life story."
] | 2C
|
|
In this voyage I visited my new colony on the island, saw the Spaniards , had the whole story of their lives and of the villains I left there; how at first they treated the poor Spaniards badly,*how they afterwards agreed, disagreed, unired, separated, and how at last the Spaniards were forced to use violence with them; how they gave in to the spaniards, how honestly the Spaniards used them ---- a history, if it were entered into, as full of variety and wonderful accidents as my own part ---- particularly, also, as to their battles with the Caribbeans, who landed several times upon the Island, and as to the improvement they made upon the Island itself, and how five of them made an attempt upon the main land, and brought away eleven men and five women prisoners, by which, at my coming, I found about twenty young children on the Island. Here I stayed bout 20 days, left them supplies of all necessary things, and particularly of arms, powder, shot, cloths, tools, and two workmen, which I brought from England with me, namely a carpenter and a smith. Besides this, I shared the Island into parts with them, reserved to myself the property of whole but gave them such parts _ as they agreed on; and having settled all things with them and encouraged them not to leave the place, I left them there. From then on I landed the Brazils, from where I sent a bark, which I bought there, with more people to the island; and in it, besides other supplies, I sent seven women, being such persons as I found proper for service, or for wives to such as would take them. As to the Englishmen, I promised them to send them some women from England, with a good cargo of necessaries, if they would apply themselves to planting ---- which I afterwards could not perform. And the fellows proved very honest and diligent after they were mastered and had their properties set apart for them. I sent them also from the Brazils five cows, three of them being big with calf, some sheep, and some pigs, which when I came again were considerably increased. But all these things, with an account how 300 Caribbeans came and invaded them, and ruined their plantations, and how they fought with that whole number twice, and were at first defeated, and one of them killed; but at last a storm destroying most of their enemies' boats, they destroyed almost all the rest, and renewed and recovered the possession of their plantation, and still lived upon the Island. All these things, with some very surprising incidents in some new adventures of my own, for ten years more, I may perhaps give a further account of the story. The writer of the story once went to _ .
|
[
"Japan and Brazil",
"England and Brazil",
"France and Spain",
"Korea and Caribbean"
] | 1B
|
|
In this voyage I visited my new colony on the island, saw the Spaniards , had the whole story of their lives and of the villains I left there; how at first they treated the poor Spaniards badly,*how they afterwards agreed, disagreed, unired, separated, and how at last the Spaniards were forced to use violence with them; how they gave in to the spaniards, how honestly the Spaniards used them ---- a history, if it were entered into, as full of variety and wonderful accidents as my own part ---- particularly, also, as to their battles with the Caribbeans, who landed several times upon the Island, and as to the improvement they made upon the Island itself, and how five of them made an attempt upon the main land, and brought away eleven men and five women prisoners, by which, at my coming, I found about twenty young children on the Island. Here I stayed bout 20 days, left them supplies of all necessary things, and particularly of arms, powder, shot, cloths, tools, and two workmen, which I brought from England with me, namely a carpenter and a smith. Besides this, I shared the Island into parts with them, reserved to myself the property of whole but gave them such parts _ as they agreed on; and having settled all things with them and encouraged them not to leave the place, I left them there. From then on I landed the Brazils, from where I sent a bark, which I bought there, with more people to the island; and in it, besides other supplies, I sent seven women, being such persons as I found proper for service, or for wives to such as would take them. As to the Englishmen, I promised them to send them some women from England, with a good cargo of necessaries, if they would apply themselves to planting ---- which I afterwards could not perform. And the fellows proved very honest and diligent after they were mastered and had their properties set apart for them. I sent them also from the Brazils five cows, three of them being big with calf, some sheep, and some pigs, which when I came again were considerably increased. But all these things, with an account how 300 Caribbeans came and invaded them, and ruined their plantations, and how they fought with that whole number twice, and were at first defeated, and one of them killed; but at last a storm destroying most of their enemies' boats, they destroyed almost all the rest, and renewed and recovered the possession of their plantation, and still lived upon the Island. All these things, with some very surprising incidents in some new adventures of my own, for ten years more, I may perhaps give a further account of the story. From the story, we can judge the Writer might be _ .
|
[
"an invader",
"a carpenter",
"an adventurer",
"a prisoner"
] | 2C
|
|
Pete Richards was the loneliest man in town on the day that little Jean Grace opened the door of his shop. Pete's grandfather had owned the shop until his death. Then the shop became Pete's. The front window was full of beautiful old things: jewelry of a hundred years ago, gold and silver boxes, carved figures from China and Japan and other nations. On this winter afternoon, a child stood there, her face close to the window. With large and serious eyes, she studied each piece in the window. Then, looking pleased, she stepped back from the window and went into the shop. Pete himself stood behind the counter. His eyes were cold as he looked at the small girl. "Please," she began, "would you let me look at the pretty string of blue beads in the window?" Pete took the string of blue beads from the window. The beads were beautiful against his hand as he held the necklace up for her to see. "They are just right," said the child as though she were alone with the beads. "Will you wrap them up in pretty paper for me, please? I've been looking for a really wonderful Christmas present for my sister." "How much money do you have?" asked Pete. She put a handful of pennies on the counter. "This is all I have," she explained simply. "I've been saving the money for my sister's present." Pete looked at her, his eyes thoughtful. Then he carefully closed his hand over the price mark on the necklace so that she could not see it. How could he tell her the price? The happy look in her big blue eyes struck him like the pain of an old wound. "Just a minute," he said and went to the back of the shop. "What's your name?" he called out. He was very busy about something. "Jean Grace," answered the child. When Pete returned to the front of the shop, he held a package in his hand. It was wrapped in pretty Christmas paper. "There you are," he said. "Don't lose it on the way home." She smiled happily at him as she ran out of the door. Through the window he watched her go. He felt more alone than ever. Something about Jean Grace and her string of beads had made him feel once more the pain of his old grief. The child's hair was as yellow as the sunlight; her eyes were as blue as the sea. Once upon a time, Pete had loved a girl with hair of that same yellow and with eyes just as blue. And the necklace of blue stones had been meant for her. But one rainy night, a car had gone off the road and struck the girl. After she died, Pete felt that he had nothing left in the world except his grief. The blue eyes of Jean Grace brought him out of that world of self-pity and made him remember again all that he had lost. The pain of remembering was so great that Pete wanted to run away from the happy Christmas shoppers who came to look at his beautiful old things during the next ten days. When the last shopper had gone, late on Christmas Eve, the door opened and a young woman came in. Pete could not understand it, but he felt that he had seen her before. Her hair was sunlight yellow and her eyes were sea-blue. Without speaking, she put on the counter a package wrapped in pretty Christmas paper. When Pete opened the package, the string of blue beads lay again before him. "Did this come from your shop?" she asked. Pete looked at her with eyes no longer cold. "Yes, it did," he said. "Are the stones real?" "Yes. They aren't the best turquoise , but they are real." "Can you remember to whom you sold them?" "She was a small girl. Her name was Jean. She wanted them for her sister's Christmas present." "How much were they?" "I can't tell you that," he said. "The seller never tells anyone else what a buyer pays." "But Jean has never had more than a few pennies. How could she pay for them?" " " he said. For a moment there was no sound in the little shop. Then somewhere in the city, church bells began to ring. It was midnight and the beginning of another Christmas Day. "But why did you do it?" the girl asked. Pete put the package into her hands. "There is no one else to whom I can give a Christmas present," he said. "It is already Christmas morning. Will you let me take you to your home? I would like to wish you a Merry Christmas at your door." And so, to the sound of many bells, Pete Richards and a girl whose name he had not yet learned walked out into the hope and happiness of a new Christmas Day. When Pete saw Jean Grace, he was _ .
|
[
"very enthusiastic, hoping for some business to be done",
"cold but he still served the young customer",
"cold, unwilling to serve the young customer",
"very warm to the young customer though he did not want to sell anything to her"
] | 1B
|
|
Pete Richards was the loneliest man in town on the day that little Jean Grace opened the door of his shop. Pete's grandfather had owned the shop until his death. Then the shop became Pete's. The front window was full of beautiful old things: jewelry of a hundred years ago, gold and silver boxes, carved figures from China and Japan and other nations. On this winter afternoon, a child stood there, her face close to the window. With large and serious eyes, she studied each piece in the window. Then, looking pleased, she stepped back from the window and went into the shop. Pete himself stood behind the counter. His eyes were cold as he looked at the small girl. "Please," she began, "would you let me look at the pretty string of blue beads in the window?" Pete took the string of blue beads from the window. The beads were beautiful against his hand as he held the necklace up for her to see. "They are just right," said the child as though she were alone with the beads. "Will you wrap them up in pretty paper for me, please? I've been looking for a really wonderful Christmas present for my sister." "How much money do you have?" asked Pete. She put a handful of pennies on the counter. "This is all I have," she explained simply. "I've been saving the money for my sister's present." Pete looked at her, his eyes thoughtful. Then he carefully closed his hand over the price mark on the necklace so that she could not see it. How could he tell her the price? The happy look in her big blue eyes struck him like the pain of an old wound. "Just a minute," he said and went to the back of the shop. "What's your name?" he called out. He was very busy about something. "Jean Grace," answered the child. When Pete returned to the front of the shop, he held a package in his hand. It was wrapped in pretty Christmas paper. "There you are," he said. "Don't lose it on the way home." She smiled happily at him as she ran out of the door. Through the window he watched her go. He felt more alone than ever. Something about Jean Grace and her string of beads had made him feel once more the pain of his old grief. The child's hair was as yellow as the sunlight; her eyes were as blue as the sea. Once upon a time, Pete had loved a girl with hair of that same yellow and with eyes just as blue. And the necklace of blue stones had been meant for her. But one rainy night, a car had gone off the road and struck the girl. After she died, Pete felt that he had nothing left in the world except his grief. The blue eyes of Jean Grace brought him out of that world of self-pity and made him remember again all that he had lost. The pain of remembering was so great that Pete wanted to run away from the happy Christmas shoppers who came to look at his beautiful old things during the next ten days. When the last shopper had gone, late on Christmas Eve, the door opened and a young woman came in. Pete could not understand it, but he felt that he had seen her before. Her hair was sunlight yellow and her eyes were sea-blue. Without speaking, she put on the counter a package wrapped in pretty Christmas paper. When Pete opened the package, the string of blue beads lay again before him. "Did this come from your shop?" she asked. Pete looked at her with eyes no longer cold. "Yes, it did," he said. "Are the stones real?" "Yes. They aren't the best turquoise , but they are real." "Can you remember to whom you sold them?" "She was a small girl. Her name was Jean. She wanted them for her sister's Christmas present." "How much were they?" "I can't tell you that," he said. "The seller never tells anyone else what a buyer pays." "But Jean has never had more than a few pennies. How could she pay for them?" " " he said. For a moment there was no sound in the little shop. Then somewhere in the city, church bells began to ring. It was midnight and the beginning of another Christmas Day. "But why did you do it?" the girl asked. Pete put the package into her hands. "There is no one else to whom I can give a Christmas present," he said. "It is already Christmas morning. Will you let me take you to your home? I would like to wish you a Merry Christmas at your door." And so, to the sound of many bells, Pete Richards and a girl whose name he had not yet learned walked out into the hope and happiness of a new Christmas Day. Pete did not say the price of the necklace because _ .
|
[
"the seller never tells anyone else what a buyer pays",
"he priced the necklace too high",
"he knew it would disappoint the girl",
"he didn't want to sell the necklace"
] | 2C
|
|
Pete Richards was the loneliest man in town on the day that little Jean Grace opened the door of his shop. Pete's grandfather had owned the shop until his death. Then the shop became Pete's. The front window was full of beautiful old things: jewelry of a hundred years ago, gold and silver boxes, carved figures from China and Japan and other nations. On this winter afternoon, a child stood there, her face close to the window. With large and serious eyes, she studied each piece in the window. Then, looking pleased, she stepped back from the window and went into the shop. Pete himself stood behind the counter. His eyes were cold as he looked at the small girl. "Please," she began, "would you let me look at the pretty string of blue beads in the window?" Pete took the string of blue beads from the window. The beads were beautiful against his hand as he held the necklace up for her to see. "They are just right," said the child as though she were alone with the beads. "Will you wrap them up in pretty paper for me, please? I've been looking for a really wonderful Christmas present for my sister." "How much money do you have?" asked Pete. She put a handful of pennies on the counter. "This is all I have," she explained simply. "I've been saving the money for my sister's present." Pete looked at her, his eyes thoughtful. Then he carefully closed his hand over the price mark on the necklace so that she could not see it. How could he tell her the price? The happy look in her big blue eyes struck him like the pain of an old wound. "Just a minute," he said and went to the back of the shop. "What's your name?" he called out. He was very busy about something. "Jean Grace," answered the child. When Pete returned to the front of the shop, he held a package in his hand. It was wrapped in pretty Christmas paper. "There you are," he said. "Don't lose it on the way home." She smiled happily at him as she ran out of the door. Through the window he watched her go. He felt more alone than ever. Something about Jean Grace and her string of beads had made him feel once more the pain of his old grief. The child's hair was as yellow as the sunlight; her eyes were as blue as the sea. Once upon a time, Pete had loved a girl with hair of that same yellow and with eyes just as blue. And the necklace of blue stones had been meant for her. But one rainy night, a car had gone off the road and struck the girl. After she died, Pete felt that he had nothing left in the world except his grief. The blue eyes of Jean Grace brought him out of that world of self-pity and made him remember again all that he had lost. The pain of remembering was so great that Pete wanted to run away from the happy Christmas shoppers who came to look at his beautiful old things during the next ten days. When the last shopper had gone, late on Christmas Eve, the door opened and a young woman came in. Pete could not understand it, but he felt that he had seen her before. Her hair was sunlight yellow and her eyes were sea-blue. Without speaking, she put on the counter a package wrapped in pretty Christmas paper. When Pete opened the package, the string of blue beads lay again before him. "Did this come from your shop?" she asked. Pete looked at her with eyes no longer cold. "Yes, it did," he said. "Are the stones real?" "Yes. They aren't the best turquoise , but they are real." "Can you remember to whom you sold them?" "She was a small girl. Her name was Jean. She wanted them for her sister's Christmas present." "How much were they?" "I can't tell you that," he said. "The seller never tells anyone else what a buyer pays." "But Jean has never had more than a few pennies. How could she pay for them?" " " he said. For a moment there was no sound in the little shop. Then somewhere in the city, church bells began to ring. It was midnight and the beginning of another Christmas Day. "But why did you do it?" the girl asked. Pete put the package into her hands. "There is no one else to whom I can give a Christmas present," he said. "It is already Christmas morning. Will you let me take you to your home? I would like to wish you a Merry Christmas at your door." And so, to the sound of many bells, Pete Richards and a girl whose name he had not yet learned walked out into the hope and happiness of a new Christmas Day. The eyes of Jean Grace brought Pete out of his world of self-pity and he _ .
|
[
"tried to forget the memory of his sweetheart",
"began to look at the world optimistically",
"remembered his lost love",
"no longer felt the pain in him"
] | 2C
|
|
Pete Richards was the loneliest man in town on the day that little Jean Grace opened the door of his shop. Pete's grandfather had owned the shop until his death. Then the shop became Pete's. The front window was full of beautiful old things: jewelry of a hundred years ago, gold and silver boxes, carved figures from China and Japan and other nations. On this winter afternoon, a child stood there, her face close to the window. With large and serious eyes, she studied each piece in the window. Then, looking pleased, she stepped back from the window and went into the shop. Pete himself stood behind the counter. His eyes were cold as he looked at the small girl. "Please," she began, "would you let me look at the pretty string of blue beads in the window?" Pete took the string of blue beads from the window. The beads were beautiful against his hand as he held the necklace up for her to see. "They are just right," said the child as though she were alone with the beads. "Will you wrap them up in pretty paper for me, please? I've been looking for a really wonderful Christmas present for my sister." "How much money do you have?" asked Pete. She put a handful of pennies on the counter. "This is all I have," she explained simply. "I've been saving the money for my sister's present." Pete looked at her, his eyes thoughtful. Then he carefully closed his hand over the price mark on the necklace so that she could not see it. How could he tell her the price? The happy look in her big blue eyes struck him like the pain of an old wound. "Just a minute," he said and went to the back of the shop. "What's your name?" he called out. He was very busy about something. "Jean Grace," answered the child. When Pete returned to the front of the shop, he held a package in his hand. It was wrapped in pretty Christmas paper. "There you are," he said. "Don't lose it on the way home." She smiled happily at him as she ran out of the door. Through the window he watched her go. He felt more alone than ever. Something about Jean Grace and her string of beads had made him feel once more the pain of his old grief. The child's hair was as yellow as the sunlight; her eyes were as blue as the sea. Once upon a time, Pete had loved a girl with hair of that same yellow and with eyes just as blue. And the necklace of blue stones had been meant for her. But one rainy night, a car had gone off the road and struck the girl. After she died, Pete felt that he had nothing left in the world except his grief. The blue eyes of Jean Grace brought him out of that world of self-pity and made him remember again all that he had lost. The pain of remembering was so great that Pete wanted to run away from the happy Christmas shoppers who came to look at his beautiful old things during the next ten days. When the last shopper had gone, late on Christmas Eve, the door opened and a young woman came in. Pete could not understand it, but he felt that he had seen her before. Her hair was sunlight yellow and her eyes were sea-blue. Without speaking, she put on the counter a package wrapped in pretty Christmas paper. When Pete opened the package, the string of blue beads lay again before him. "Did this come from your shop?" she asked. Pete looked at her with eyes no longer cold. "Yes, it did," he said. "Are the stones real?" "Yes. They aren't the best turquoise , but they are real." "Can you remember to whom you sold them?" "She was a small girl. Her name was Jean. She wanted them for her sister's Christmas present." "How much were they?" "I can't tell you that," he said. "The seller never tells anyone else what a buyer pays." "But Jean has never had more than a few pennies. How could she pay for them?" " " he said. For a moment there was no sound in the little shop. Then somewhere in the city, church bells began to ring. It was midnight and the beginning of another Christmas Day. "But why did you do it?" the girl asked. Pete put the package into her hands. "There is no one else to whom I can give a Christmas present," he said. "It is already Christmas morning. Will you let me take you to your home? I would like to wish you a Merry Christmas at your door." And so, to the sound of many bells, Pete Richards and a girl whose name he had not yet learned walked out into the hope and happiness of a new Christmas Day. A young woman came into the shop because _ .
|
[
"she was afraid that there might be some mistake",
"she thought that the stones she had bought were not real",
"she was not sure if she could get more stones like those",
"she did not like what she had once bought"
] | 0A
|
|
Pete Richards was the loneliest man in town on the day that little Jean Grace opened the door of his shop. Pete's grandfather had owned the shop until his death. Then the shop became Pete's. The front window was full of beautiful old things: jewelry of a hundred years ago, gold and silver boxes, carved figures from China and Japan and other nations. On this winter afternoon, a child stood there, her face close to the window. With large and serious eyes, she studied each piece in the window. Then, looking pleased, she stepped back from the window and went into the shop. Pete himself stood behind the counter. His eyes were cold as he looked at the small girl. "Please," she began, "would you let me look at the pretty string of blue beads in the window?" Pete took the string of blue beads from the window. The beads were beautiful against his hand as he held the necklace up for her to see. "They are just right," said the child as though she were alone with the beads. "Will you wrap them up in pretty paper for me, please? I've been looking for a really wonderful Christmas present for my sister." "How much money do you have?" asked Pete. She put a handful of pennies on the counter. "This is all I have," she explained simply. "I've been saving the money for my sister's present." Pete looked at her, his eyes thoughtful. Then he carefully closed his hand over the price mark on the necklace so that she could not see it. How could he tell her the price? The happy look in her big blue eyes struck him like the pain of an old wound. "Just a minute," he said and went to the back of the shop. "What's your name?" he called out. He was very busy about something. "Jean Grace," answered the child. When Pete returned to the front of the shop, he held a package in his hand. It was wrapped in pretty Christmas paper. "There you are," he said. "Don't lose it on the way home." She smiled happily at him as she ran out of the door. Through the window he watched her go. He felt more alone than ever. Something about Jean Grace and her string of beads had made him feel once more the pain of his old grief. The child's hair was as yellow as the sunlight; her eyes were as blue as the sea. Once upon a time, Pete had loved a girl with hair of that same yellow and with eyes just as blue. And the necklace of blue stones had been meant for her. But one rainy night, a car had gone off the road and struck the girl. After she died, Pete felt that he had nothing left in the world except his grief. The blue eyes of Jean Grace brought him out of that world of self-pity and made him remember again all that he had lost. The pain of remembering was so great that Pete wanted to run away from the happy Christmas shoppers who came to look at his beautiful old things during the next ten days. When the last shopper had gone, late on Christmas Eve, the door opened and a young woman came in. Pete could not understand it, but he felt that he had seen her before. Her hair was sunlight yellow and her eyes were sea-blue. Without speaking, she put on the counter a package wrapped in pretty Christmas paper. When Pete opened the package, the string of blue beads lay again before him. "Did this come from your shop?" she asked. Pete looked at her with eyes no longer cold. "Yes, it did," he said. "Are the stones real?" "Yes. They aren't the best turquoise , but they are real." "Can you remember to whom you sold them?" "She was a small girl. Her name was Jean. She wanted them for her sister's Christmas present." "How much were they?" "I can't tell you that," he said. "The seller never tells anyone else what a buyer pays." "But Jean has never had more than a few pennies. How could she pay for them?" " " he said. For a moment there was no sound in the little shop. Then somewhere in the city, church bells began to ring. It was midnight and the beginning of another Christmas Day. "But why did you do it?" the girl asked. Pete put the package into her hands. "There is no one else to whom I can give a Christmas present," he said. "It is already Christmas morning. Will you let me take you to your home? I would like to wish you a Merry Christmas at your door." And so, to the sound of many bells, Pete Richards and a girl whose name he had not yet learned walked out into the hope and happiness of a new Christmas Day. At the end of the story we see that Pete _ .
|
[
"found another girl that he could trust",
"met someone who truly loved him",
"found a place to go at last",
"regained his ability to love"
] | 3D
|
|
Every month, Julia and her cousins would go to visit their grandparents. They would be excited because their grandfather would give them a few coins. Then they would buy toys and sweets. The grandparents commented that, behaving like this, the children would never learn to manage their money. So they planned a special test, in which the children would have to show, over the course of a year, just what they could manage to get with those few coins. Some thought that they would save their money, but Rubin and Nico continued spending it all on sweets. So they give up saving. Monty decided to manage his money by exchanging it: buying and selling things, or bettering it with others. Soon he surprised the whole family. He had accumulated lots of money. However, Monty was not very careful, and he got involved in more and more risky deals. A few months later he became penniless after a losing bet. Alex, had a will of iron. He saved the money and at the end of the year he had collected more money than anyone. Even better, with so much money, he had managed to buy sweets at a reduced price, so that on the day of the competition he was presented with enough sweets for more than a year. And even then, he still had enough left for a toy. He was the clear winner, and other children learnt the advantages of knowing how to save and how to wait. There was also Julia. Poor Julia didn't enjoy the competition because even though she had a wonderful secret plan, she had spent her money without giving her plan enough time to work. However, she was so sure that her plan was a good one, that she decided to carry on with it, and maybe change the expressions on her s' faces, who had seemed to be saying "What a disaster that girl is. She couldn't manage to save anything." When she was about to complete the second year of her plan, Julia surprised everyone by turning up at the grandparents' house with a violin and a lot of money. She did it very well. According to the passage, we know that Monty is a child who .
|
[
"is good at business",
"is lack of cautiousness",
"has good selfdiscipline",
"has a good sense of marketing"
] | 1B
|
|
Every month, Julia and her cousins would go to visit their grandparents. They would be excited because their grandfather would give them a few coins. Then they would buy toys and sweets. The grandparents commented that, behaving like this, the children would never learn to manage their money. So they planned a special test, in which the children would have to show, over the course of a year, just what they could manage to get with those few coins. Some thought that they would save their money, but Rubin and Nico continued spending it all on sweets. So they give up saving. Monty decided to manage his money by exchanging it: buying and selling things, or bettering it with others. Soon he surprised the whole family. He had accumulated lots of money. However, Monty was not very careful, and he got involved in more and more risky deals. A few months later he became penniless after a losing bet. Alex, had a will of iron. He saved the money and at the end of the year he had collected more money than anyone. Even better, with so much money, he had managed to buy sweets at a reduced price, so that on the day of the competition he was presented with enough sweets for more than a year. And even then, he still had enough left for a toy. He was the clear winner, and other children learnt the advantages of knowing how to save and how to wait. There was also Julia. Poor Julia didn't enjoy the competition because even though she had a wonderful secret plan, she had spent her money without giving her plan enough time to work. However, she was so sure that her plan was a good one, that she decided to carry on with it, and maybe change the expressions on her s' faces, who had seemed to be saying "What a disaster that girl is. She couldn't manage to save anything." When she was about to complete the second year of her plan, Julia surprised everyone by turning up at the grandparents' house with a violin and a lot of money. She did it very well. Previously, the s' general view on Julia is that .
|
[
"she is a shy and quiet girl with great dreams",
"she is a mysterious girl with so many secrets",
"she is ambitious and always focuses on her goals",
"she is untalented and she shouldn't be thought highly of"
] | 3D
|
|
Every month, Julia and her cousins would go to visit their grandparents. They would be excited because their grandfather would give them a few coins. Then they would buy toys and sweets. The grandparents commented that, behaving like this, the children would never learn to manage their money. So they planned a special test, in which the children would have to show, over the course of a year, just what they could manage to get with those few coins. Some thought that they would save their money, but Rubin and Nico continued spending it all on sweets. So they give up saving. Monty decided to manage his money by exchanging it: buying and selling things, or bettering it with others. Soon he surprised the whole family. He had accumulated lots of money. However, Monty was not very careful, and he got involved in more and more risky deals. A few months later he became penniless after a losing bet. Alex, had a will of iron. He saved the money and at the end of the year he had collected more money than anyone. Even better, with so much money, he had managed to buy sweets at a reduced price, so that on the day of the competition he was presented with enough sweets for more than a year. And even then, he still had enough left for a toy. He was the clear winner, and other children learnt the advantages of knowing how to save and how to wait. There was also Julia. Poor Julia didn't enjoy the competition because even though she had a wonderful secret plan, she had spent her money without giving her plan enough time to work. However, she was so sure that her plan was a good one, that she decided to carry on with it, and maybe change the expressions on her s' faces, who had seemed to be saying "What a disaster that girl is. She couldn't manage to save anything." When she was about to complete the second year of her plan, Julia surprised everyone by turning up at the grandparents' house with a violin and a lot of money. She did it very well. From Julia's story, we know that .
|
[
"a little knowledge is a dangerous thing",
"a little money well spent can achieve a lot",
"confidence is the first step on the road to success",
"if you want knowledge, you must work hard for it"
] | 1B
|
|
Divorce is bad for environment US researchers raised a new theory on Monday: divorce is bad for the environment. The global trend toward higher divorce rates has created more households with fewet People,scientists at Michigan State University reported in the Proceedings of the National Academy of Sciences. More households means more houses,fuel and water are Heeded for them,the researchers wrote."Globally,the number of households is increasing much faster than the number of people,"said co-author "Jack" Liu in a telephone interview. "Even in regions with declining population, we see _ increase in the number of households. Divorce is the main reason for reducing the number of people in a household," he said. The average divorced person's household is about 40 to 50 percent smaller than the average married person's household, Liu said. But whether there are three or six people in a house ,the amount of fuel needed to heat them is about the same. In the prefix = st1 /United States, divorced households used 73 billion kilowatt--hours of electricity and 2.850 trillion litres of water in 2005 that could have been saved if households had stayed the same size as when they were married. I the United Statesand 11 other countries between 1998 and 2002, if divorced households had combined to have the same average household size as married households, there could have been 7.4 million fewer households. The number of divorced households in those countries ranged from 40,000 in Costa Ricato almost 16 million in theUnited Statesaround 2000. The number of rooms per person in divorced households was 33 percent to 95 percent greater than in married households. "If you really want to get divorced, maybe you can remarry with somebody else, or live together with somebody else you like", Liu said. In Americawhen the number of households is_, the number of people in a house is .
|
[
"increasing, decreasing",
"decreasing, increasing",
"increasing, increasing",
"decreasing, decreasing"
] | 0A
|
|
Divorce is bad for environment US researchers raised a new theory on Monday: divorce is bad for the environment. The global trend toward higher divorce rates has created more households with fewet People,scientists at Michigan State University reported in the Proceedings of the National Academy of Sciences. More households means more houses,fuel and water are Heeded for them,the researchers wrote."Globally,the number of households is increasing much faster than the number of people,"said co-author "Jack" Liu in a telephone interview. "Even in regions with declining population, we see _ increase in the number of households. Divorce is the main reason for reducing the number of people in a household," he said. The average divorced person's household is about 40 to 50 percent smaller than the average married person's household, Liu said. But whether there are three or six people in a house ,the amount of fuel needed to heat them is about the same. In the prefix = st1 /United States, divorced households used 73 billion kilowatt--hours of electricity and 2.850 trillion litres of water in 2005 that could have been saved if households had stayed the same size as when they were married. I the United Statesand 11 other countries between 1998 and 2002, if divorced households had combined to have the same average household size as married households, there could have been 7.4 million fewer households. The number of divorced households in those countries ranged from 40,000 in Costa Ricato almost 16 million in theUnited Statesaround 2000. The number of rooms per person in divorced households was 33 percent to 95 percent greater than in married households. "If you really want to get divorced, maybe you can remarry with somebody else, or live together with somebody else you like", Liu said. How much electricity would have been saved without so many people to get divorced?
|
[
"7.4 million kilowatt-hours",
"16 million kilowatt-hours",
"73 billion kilowatt-hours",
"about 30 billion kilowatt-hours"
] | 2C
|
|
I have heard having a good sense of humour often helps in breaking the ice. Also people remember you because of your humour. But I think I don't have a very good sense of humour. Could you suggest how to build on this? ----Radha Karnik This is a great question that is unfortunately difficult to answer. I can only give you my views on this topic, which may or may not be correct. I know that my sense of humour developed over time. When I was younger I was not funny at all, now I can easily make people laugh. At the same time, sometimes I say things that I think are very funny but others do not. Improving wit and humour, I believe, is an ongoing process. Now, there are various forms of humour and everyone has their individual style. Overall, I believe being fluent in a language is very important for being witty or funny. The way we play around with words adds the "funny" tag to an otherwise normal sentence. Also, seeing irony is very important. I think humour is often the link between two unrelated things. In my experience, laughing frequently and appreciating other people's jokes and wit are very important. Within these, finding humour in everyday normal situations is the key. I often notice what is going on around me and say funny things in my head and laugh to myself. That serves almost as practice for when I am in a group. I watch comedy shows and movies and I am sure that has some effect on helping me improve my sense of humour. And last, having confidence that you are witty is important. There will always be someone wittier or funnier than you, which is fine. Just work on building your own style. Remember, if you are trying to be funny and witty in order to break the ice at a business function, be careful. In those situations, humour has to be mild and politically correct. Yours, Brad Radha Karnik's problem is that he doesn't _ .
|
[
"have friends",
"have a good sense of humour",
"understand others' humour",
"know the functions of humour"
] | 1B
|
|
I have heard having a good sense of humour often helps in breaking the ice. Also people remember you because of your humour. But I think I don't have a very good sense of humour. Could you suggest how to build on this? ----Radha Karnik This is a great question that is unfortunately difficult to answer. I can only give you my views on this topic, which may or may not be correct. I know that my sense of humour developed over time. When I was younger I was not funny at all, now I can easily make people laugh. At the same time, sometimes I say things that I think are very funny but others do not. Improving wit and humour, I believe, is an ongoing process. Now, there are various forms of humour and everyone has their individual style. Overall, I believe being fluent in a language is very important for being witty or funny. The way we play around with words adds the "funny" tag to an otherwise normal sentence. Also, seeing irony is very important. I think humour is often the link between two unrelated things. In my experience, laughing frequently and appreciating other people's jokes and wit are very important. Within these, finding humour in everyday normal situations is the key. I often notice what is going on around me and say funny things in my head and laugh to myself. That serves almost as practice for when I am in a group. I watch comedy shows and movies and I am sure that has some effect on helping me improve my sense of humour. And last, having confidence that you are witty is important. There will always be someone wittier or funnier than you, which is fine. Just work on building your own style. Remember, if you are trying to be funny and witty in order to break the ice at a business function, be careful. In those situations, humour has to be mild and politically correct. Yours, Brad By telling his own experience, Brad tried to make Radha Karnik believe that _ .
|
[
"a sense of humour can be developed",
"a sense of humour helps impress others",
"laughter is the best medicine",
"laughter and humour go hand in hand"
] | 0A
|
|
I have heard having a good sense of humour often helps in breaking the ice. Also people remember you because of your humour. But I think I don't have a very good sense of humour. Could you suggest how to build on this? ----Radha Karnik This is a great question that is unfortunately difficult to answer. I can only give you my views on this topic, which may or may not be correct. I know that my sense of humour developed over time. When I was younger I was not funny at all, now I can easily make people laugh. At the same time, sometimes I say things that I think are very funny but others do not. Improving wit and humour, I believe, is an ongoing process. Now, there are various forms of humour and everyone has their individual style. Overall, I believe being fluent in a language is very important for being witty or funny. The way we play around with words adds the "funny" tag to an otherwise normal sentence. Also, seeing irony is very important. I think humour is often the link between two unrelated things. In my experience, laughing frequently and appreciating other people's jokes and wit are very important. Within these, finding humour in everyday normal situations is the key. I often notice what is going on around me and say funny things in my head and laugh to myself. That serves almost as practice for when I am in a group. I watch comedy shows and movies and I am sure that has some effect on helping me improve my sense of humour. And last, having confidence that you are witty is important. There will always be someone wittier or funnier than you, which is fine. Just work on building your own style. Remember, if you are trying to be funny and witty in order to break the ice at a business function, be careful. In those situations, humour has to be mild and politically correct. Yours, Brad Which of the following would Brad agree with?
|
[
"Everyone knows how to appreciate others' jokes.",
"Everyone is as funny and witty as others.",
"Everyone needs to laugh to themselves each day.",
"Everyone has their individual style of humour."
] | 3D
|
|
People used to think that wetlands were wasted land. Developers would drain them with ditches ,fill them in with tons of soil,and build houses,schools,and parking areas on them.Then scientists began to realize the important role wetlands played in the environment. Wetlands act like giant sponges during storms.They soak up extra storm water and afterward release it slowly back into the water cycle.This helps prevent flooding. Towns where people have drained wetlands have found that in a big storm,their streets and homes are often flooded because there are no wetlands to soak up the excess water. Wetlands also act as giant filters where pollutants are absorbed and dissolved over time.Though wetlands can become polluted from dumping,wastewater,and fertilizer runoff from farm fields,they are able to process some pollutants over time because of all the microorganisms and plants living there. Wetlands are especially important for providing homes and breeding grounds to millions of birds,fish,and amphibians worldwide. Many wetlands have become national wildlife refuges ,where you can go to take pictures and look at birds and animals. The Everglades are a huge wetland that once covered more than four million acres of southern Florida. Sometimes called the "river of grass",the Everglades are a shallow sheet of water that slowly flowed across a grassy plain. In the late 1800s people began draining parts of the Everglades for development. Roads were built and towns sprang up.The Everglades shrank to half its original size. Cities like Miami grew up where once there was a thriving wetland. Sewage and waste from the cities were pumped into the remaining wetlands. Over time scientists began to see the importance of the Everglades. Even with its smaller size,the Everglades filtered the pollutants coming from the cities,absorbing the worst of it like a sewage treatment plant. During storms the Everglades protected the cities from storm surge flooding. They also are just a great place to visit and see wildlife. Why can wetlands be compared to giant sponges?
|
[
"They absorb extra water from storms.",
"They become large or small in size.",
"They absorb pollutants and dissolve them.",
"They are made of soft soil."
] | 0A
|
|
People used to think that wetlands were wasted land. Developers would drain them with ditches ,fill them in with tons of soil,and build houses,schools,and parking areas on them.Then scientists began to realize the important role wetlands played in the environment. Wetlands act like giant sponges during storms.They soak up extra storm water and afterward release it slowly back into the water cycle.This helps prevent flooding. Towns where people have drained wetlands have found that in a big storm,their streets and homes are often flooded because there are no wetlands to soak up the excess water. Wetlands also act as giant filters where pollutants are absorbed and dissolved over time.Though wetlands can become polluted from dumping,wastewater,and fertilizer runoff from farm fields,they are able to process some pollutants over time because of all the microorganisms and plants living there. Wetlands are especially important for providing homes and breeding grounds to millions of birds,fish,and amphibians worldwide. Many wetlands have become national wildlife refuges ,where you can go to take pictures and look at birds and animals. The Everglades are a huge wetland that once covered more than four million acres of southern Florida. Sometimes called the "river of grass",the Everglades are a shallow sheet of water that slowly flowed across a grassy plain. In the late 1800s people began draining parts of the Everglades for development. Roads were built and towns sprang up.The Everglades shrank to half its original size. Cities like Miami grew up where once there was a thriving wetland. Sewage and waste from the cities were pumped into the remaining wetlands. Over time scientists began to see the importance of the Everglades. Even with its smaller size,the Everglades filtered the pollutants coming from the cities,absorbing the worst of it like a sewage treatment plant. During storms the Everglades protected the cities from storm surge flooding. They also are just a great place to visit and see wildlife. As for the importance of wetlands,how many aspects are mentioned in the passage?
|
[
"Two.",
"Three.",
"Four.",
"Five."
] | 1B
|
|
People used to think that wetlands were wasted land. Developers would drain them with ditches ,fill them in with tons of soil,and build houses,schools,and parking areas on them.Then scientists began to realize the important role wetlands played in the environment. Wetlands act like giant sponges during storms.They soak up extra storm water and afterward release it slowly back into the water cycle.This helps prevent flooding. Towns where people have drained wetlands have found that in a big storm,their streets and homes are often flooded because there are no wetlands to soak up the excess water. Wetlands also act as giant filters where pollutants are absorbed and dissolved over time.Though wetlands can become polluted from dumping,wastewater,and fertilizer runoff from farm fields,they are able to process some pollutants over time because of all the microorganisms and plants living there. Wetlands are especially important for providing homes and breeding grounds to millions of birds,fish,and amphibians worldwide. Many wetlands have become national wildlife refuges ,where you can go to take pictures and look at birds and animals. The Everglades are a huge wetland that once covered more than four million acres of southern Florida. Sometimes called the "river of grass",the Everglades are a shallow sheet of water that slowly flowed across a grassy plain. In the late 1800s people began draining parts of the Everglades for development. Roads were built and towns sprang up.The Everglades shrank to half its original size. Cities like Miami grew up where once there was a thriving wetland. Sewage and waste from the cities were pumped into the remaining wetlands. Over time scientists began to see the importance of the Everglades. Even with its smaller size,the Everglades filtered the pollutants coming from the cities,absorbing the worst of it like a sewage treatment plant. During storms the Everglades protected the cities from storm surge flooding. They also are just a great place to visit and see wildlife. We can infer from the passage that _ .
|
[
"some wetlands can be used to build cities or towns",
"wetlands in the world are disappearing fast",
"wetlands play an important role in the ecosystem",
"wetlands are especially important to wildlife"
] | 2C
|
|
Baby girls make their way directly for dolls as soon as they can crawl, while boys will head for cars, a study has shown. The findings, the first to show differences in very young babies, suggest there is a biological basis to their preferences. Psychologists Dr Brenda Todd from City University London carried out an experiment involving 90 babies aged 9 months to 36 months. The babies were allowed to choose from seven toys. Some were typically boys' toys ---- a car, a digger, a ball and a blue teddy. The rest were girls' toys: a pink teddy, a doll and a cooking set. They were placed a meter away from the toys;and could pick whichever toy they liked their choice and the amount of time they spent playing with each toy were recorded. Of the youngest children (9 to 14 months), girls spent significantly longer playing with the doll than boys, and boys spent much more time with the car and ball than the girls did. Among the two and three-year-olds, girls spent 50 percent of the time playing with the doll while only two boys briefly touched it. The boys spent almost 90 percent of their time playing with cars, which the girls barely touched. There was no link between the parents' view on which toys were more appropriate for boys or girls, and the children's choice. Dr Brenda Todd said, "Children of this age are already exposed to much socialization. Boys may be given 'toys that go' while girls get toys they can care for, which may help shape their preference. But these findings agree with the former idea that children show natural interests in particular kinds of toys. There could be a biological basis for their choices. Males through evolution have been adapted to prefer: moving objects, probably through hunting instincts , while girls prefer warmer colors such as pink, the colour of a newborn baby." Baby boys and girls have different toy preferences probably because _ .
|
[
"baby boys are much more active",
"baby girls like bright colours more",
"their parents treat them differently",
"there is a natural difference between them"
] | 3D
|
|
Baby girls make their way directly for dolls as soon as they can crawl, while boys will head for cars, a study has shown. The findings, the first to show differences in very young babies, suggest there is a biological basis to their preferences. Psychologists Dr Brenda Todd from City University London carried out an experiment involving 90 babies aged 9 months to 36 months. The babies were allowed to choose from seven toys. Some were typically boys' toys ---- a car, a digger, a ball and a blue teddy. The rest were girls' toys: a pink teddy, a doll and a cooking set. They were placed a meter away from the toys;and could pick whichever toy they liked their choice and the amount of time they spent playing with each toy were recorded. Of the youngest children (9 to 14 months), girls spent significantly longer playing with the doll than boys, and boys spent much more time with the car and ball than the girls did. Among the two and three-year-olds, girls spent 50 percent of the time playing with the doll while only two boys briefly touched it. The boys spent almost 90 percent of their time playing with cars, which the girls barely touched. There was no link between the parents' view on which toys were more appropriate for boys or girls, and the children's choice. Dr Brenda Todd said, "Children of this age are already exposed to much socialization. Boys may be given 'toys that go' while girls get toys they can care for, which may help shape their preference. But these findings agree with the former idea that children show natural interests in particular kinds of toys. There could be a biological basis for their choices. Males through evolution have been adapted to prefer: moving objects, probably through hunting instincts , while girls prefer warmer colors such as pink, the colour of a newborn baby." Both baby boys and baby girls like to play with _ according to the study.
|
[
"a ball",
"a teddy",
"a car",
"a doll"
] | 1B
|
|
Baby girls make their way directly for dolls as soon as they can crawl, while boys will head for cars, a study has shown. The findings, the first to show differences in very young babies, suggest there is a biological basis to their preferences. Psychologists Dr Brenda Todd from City University London carried out an experiment involving 90 babies aged 9 months to 36 months. The babies were allowed to choose from seven toys. Some were typically boys' toys ---- a car, a digger, a ball and a blue teddy. The rest were girls' toys: a pink teddy, a doll and a cooking set. They were placed a meter away from the toys;and could pick whichever toy they liked their choice and the amount of time they spent playing with each toy were recorded. Of the youngest children (9 to 14 months), girls spent significantly longer playing with the doll than boys, and boys spent much more time with the car and ball than the girls did. Among the two and three-year-olds, girls spent 50 percent of the time playing with the doll while only two boys briefly touched it. The boys spent almost 90 percent of their time playing with cars, which the girls barely touched. There was no link between the parents' view on which toys were more appropriate for boys or girls, and the children's choice. Dr Brenda Todd said, "Children of this age are already exposed to much socialization. Boys may be given 'toys that go' while girls get toys they can care for, which may help shape their preference. But these findings agree with the former idea that children show natural interests in particular kinds of toys. There could be a biological basis for their choices. Males through evolution have been adapted to prefer: moving objects, probably through hunting instincts , while girls prefer warmer colors such as pink, the colour of a newborn baby." What conclusion did Dr. Brenda Todd draw from the results of the study?
|
[
"Adults purposely influence their babies' preference.",
"Babies' preference isn't affected by social surroundings.",
"Baby boys preferring to moving toys will be good at hunting.",
"Baby girls preferring warmer colors will be warm-hearted."
] | 1B
|
|
Decision-making can be extremely difficult. Decision-making styles are significantly different in different cultures. In any approach to a problem and in any negotiations, the Western world turns to the"I to you" approach while Japan,the "you to you" approach. The former means both sides present their arguments openly from their own point of view. Naturally, often comes a conflict situation, which Westerners are very skillful in dealing with.The latter is based on each side trying to understand the other person's point of view. Thus, the direction of the meeting is a mutual attempt to reduce confrontation and achieve harmony. Besides, Western decision-making goes mostly from top management and often does not consult middle management or the worker. However, in Japan great consideration is given to the thoughts and opinions of everyone at all levels. Based on "bottom-up direction", ideas can be created at the lowest levels, travel upward through an organization and have an effect on the final decision. Difference in decision-making also comes from different communication styles. The Japanese business person works to achieve harmony, even if the deal fallsthrough, and will spend whatever time is necessary to determine a "you to you" approach, communicating personal views only indirectly. They put a thorough job above the Western deadline approach. So the Japanese are thorough in their meetings. Thus Americans are often annoyed by the many meetings in many Japanese businesses. But where the American is pressingfor a specific decision, the Japanese is trying to think up a rather broad direction. On the other hand, once a given agreement is made, it is the Japanese who sometimes wonderat the slow pace in which Westerners carry out the decision. The Japanese are eager to move forward and Westerners, perhaps, fall behind as they take the time for in-depth planning. A Japanese business bases its decision _ .
|
[
"on top-down direction",
"on nothing but its workers' views",
"on bottom-up direction",
"only on its top leaders' opinions"
] | 2C
|
|
Decision-making can be extremely difficult. Decision-making styles are significantly different in different cultures. In any approach to a problem and in any negotiations, the Western world turns to the"I to you" approach while Japan,the "you to you" approach. The former means both sides present their arguments openly from their own point of view. Naturally, often comes a conflict situation, which Westerners are very skillful in dealing with.The latter is based on each side trying to understand the other person's point of view. Thus, the direction of the meeting is a mutual attempt to reduce confrontation and achieve harmony. Besides, Western decision-making goes mostly from top management and often does not consult middle management or the worker. However, in Japan great consideration is given to the thoughts and opinions of everyone at all levels. Based on "bottom-up direction", ideas can be created at the lowest levels, travel upward through an organization and have an effect on the final decision. Difference in decision-making also comes from different communication styles. The Japanese business person works to achieve harmony, even if the deal fallsthrough, and will spend whatever time is necessary to determine a "you to you" approach, communicating personal views only indirectly. They put a thorough job above the Western deadline approach. So the Japanese are thorough in their meetings. Thus Americans are often annoyed by the many meetings in many Japanese businesses. But where the American is pressingfor a specific decision, the Japanese is trying to think up a rather broad direction. On the other hand, once a given agreement is made, it is the Japanese who sometimes wonderat the slow pace in which Westerners carry out the decision. The Japanese are eager to move forward and Westerners, perhaps, fall behind as they take the time for in-depth planning. The text mainly tells us that Japan and the Western world _ .
|
[
"face great difficulty in making decisions",
"are different in decision-making styles",
"have all members contribute to a decision",
"have two approaches: \"I to you\" and \"you to I\""
] | 1B
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|
Decision-making can be extremely difficult. Decision-making styles are significantly different in different cultures. In any approach to a problem and in any negotiations, the Western world turns to the"I to you" approach while Japan,the "you to you" approach. The former means both sides present their arguments openly from their own point of view. Naturally, often comes a conflict situation, which Westerners are very skillful in dealing with.The latter is based on each side trying to understand the other person's point of view. Thus, the direction of the meeting is a mutual attempt to reduce confrontation and achieve harmony. Besides, Western decision-making goes mostly from top management and often does not consult middle management or the worker. However, in Japan great consideration is given to the thoughts and opinions of everyone at all levels. Based on "bottom-up direction", ideas can be created at the lowest levels, travel upward through an organization and have an effect on the final decision. Difference in decision-making also comes from different communication styles. The Japanese business person works to achieve harmony, even if the deal fallsthrough, and will spend whatever time is necessary to determine a "you to you" approach, communicating personal views only indirectly. They put a thorough job above the Western deadline approach. So the Japanese are thorough in their meetings. Thus Americans are often annoyed by the many meetings in many Japanese businesses. But where the American is pressingfor a specific decision, the Japanese is trying to think up a rather broad direction. On the other hand, once a given agreement is made, it is the Japanese who sometimes wonderat the slow pace in which Westerners carry out the decision. The Japanese are eager to move forward and Westerners, perhaps, fall behind as they take the time for in-depth planning. The author's attitude towards Japanese decision-making is _ .
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[
"positive",
"critical",
"negative",
"casual"
] | 0A
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|
Seventeenth-century houses in colonial North American were simple structures that were primarily functional, carrying over traditional designs that went back to the Middle Ages. During the first half of the eighteen century, however, houses began to show a new elegance. As wealth increased, more and more colonist built fine houses. Since architecture was not yet a specialized profession in the colonies, the design of buildings was left either to amateur designers or to carpenters who were engaged in translating architectural handbooks imported from England. Inventories of libraries shows an astonishing number of these handbooks for builders, and the houses built during the eighteenth century show their influence. Nevertheless, most household architecture of the first-quarters of the eighteenth century displays a wide _ of taste and freedom of application of the rules laid down in these books. Increasing wealth and growing sophistication throughout the colonies resulted in houses of improved design, whether the material was wood, stone, or brick. New England still favored wood, though brick houses became common in Boston and other towns, where the danger of fire gave an impetus to the use of more durable material. A few houses in New England were built of stone, but only in Pennsylvania and areas nearby was stone widely used in buildings. An increased use of brick in houses and outbuildings is noticeable in Virginia and Maryland, but wood remained the most popular material even in houses built by wealthy landowners. In the Carolinas, even in closely packed Charleston, wooden houses were much common than brick houses. Eighteenth-century houses showed great interior improvements over the former ones. Windows were made larger and shutters removed. Large, clear panes replaced the small leaded glass of the seventeenth century. Doorways were larger and more decorative. Fireplaces became decorative features of rooms. Walls were made of plaster or wood. White paint began to take the place of blues, yellows, greens, and lead color1s, which had been popular for walls in the earlier years. After about 1730, advertisements for wallpaper styles in scenic patterns began to appear in colonial newspapers. What's the passage mainly about?
|
[
"The improved design of eighteenth-century colonial houses.",
"A comparison of eighteenth-century houses and modern houses.",
"The decorations used in eighteenth-century houses.",
"The role of carpenters in building eighteenth-century houses."
] | 0A
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|
Seventeenth-century houses in colonial North American were simple structures that were primarily functional, carrying over traditional designs that went back to the Middle Ages. During the first half of the eighteen century, however, houses began to show a new elegance. As wealth increased, more and more colonist built fine houses. Since architecture was not yet a specialized profession in the colonies, the design of buildings was left either to amateur designers or to carpenters who were engaged in translating architectural handbooks imported from England. Inventories of libraries shows an astonishing number of these handbooks for builders, and the houses built during the eighteenth century show their influence. Nevertheless, most household architecture of the first-quarters of the eighteenth century displays a wide _ of taste and freedom of application of the rules laid down in these books. Increasing wealth and growing sophistication throughout the colonies resulted in houses of improved design, whether the material was wood, stone, or brick. New England still favored wood, though brick houses became common in Boston and other towns, where the danger of fire gave an impetus to the use of more durable material. A few houses in New England were built of stone, but only in Pennsylvania and areas nearby was stone widely used in buildings. An increased use of brick in houses and outbuildings is noticeable in Virginia and Maryland, but wood remained the most popular material even in houses built by wealthy landowners. In the Carolinas, even in closely packed Charleston, wooden houses were much common than brick houses. Eighteenth-century houses showed great interior improvements over the former ones. Windows were made larger and shutters removed. Large, clear panes replaced the small leaded glass of the seventeenth century. Doorways were larger and more decorative. Fireplaces became decorative features of rooms. Walls were made of plaster or wood. White paint began to take the place of blues, yellows, greens, and lead color1s, which had been popular for walls in the earlier years. After about 1730, advertisements for wallpaper styles in scenic patterns began to appear in colonial newspapers. The passage implies that the rules described in architectural handbooks were _ .
|
[
"generally ignored",
"broken by professional architects",
"not strictly stuck to",
"only followed by older builders"
] | 2C
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"Colour" and "color","favourite" and "favorite"... Have you ever wondered why Americans spell those words without a "u"? Is it because they are lazy? Of course not. In fact,the difference in spelling was created by Noah Webster (1758-1843). He is a teacher who reformed English to make American identity stronger. Linguists celebrated his 250th birthday on October 16. After the Revolutionary War (1775~ 1783),Webster believed that Americans should have their own dictionary,rather than rely on British versions . He dropped the British "u" in some words. And he changed "centre" into "center" for children to learn English by spelling words more like they sounded. Webster wasn't shy about expressing his opinions. In defining preposterous (unreasonable),he wrote: "A republican government in the hands of females is preposterous." Webster spent 28 years on the project before completing the 70,000-word dictionary in 1828 with his American-style spellings. He also added local words. His dictionary was widely used in schools. Linguists believed it helped a new nation achieve unity and cultural independence at a time when most were focused on political freedom. "He was the shaper of our language and the shaper of American identity,"said Joshua Kendall,who is working on a biography about Webster. "He at last bonded us through our language." Which of the following would probably be the best title for the passage?
|
[
"The shaper of American English.",
"American identity.",
"Webster's dictionary.",
"Spelling differences between American and British English."
] | 0A
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"Colour" and "color","favourite" and "favorite"... Have you ever wondered why Americans spell those words without a "u"? Is it because they are lazy? Of course not. In fact,the difference in spelling was created by Noah Webster (1758-1843). He is a teacher who reformed English to make American identity stronger. Linguists celebrated his 250th birthday on October 16. After the Revolutionary War (1775~ 1783),Webster believed that Americans should have their own dictionary,rather than rely on British versions . He dropped the British "u" in some words. And he changed "centre" into "center" for children to learn English by spelling words more like they sounded. Webster wasn't shy about expressing his opinions. In defining preposterous (unreasonable),he wrote: "A republican government in the hands of females is preposterous." Webster spent 28 years on the project before completing the 70,000-word dictionary in 1828 with his American-style spellings. He also added local words. His dictionary was widely used in schools. Linguists believed it helped a new nation achieve unity and cultural independence at a time when most were focused on political freedom. "He was the shaper of our language and the shaper of American identity,"said Joshua Kendall,who is working on a biography about Webster. "He at last bonded us through our language." According to the passage,when he worked on his dictionary, Noah Webster did all of the following EXCEPT _ .
|
[
"voicing his opinion",
"changing \"centre\" into \"center\"",
"adding local words",
"dropping \"u\" in all the British words"
] | 3D
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|
"Colour" and "color","favourite" and "favorite"... Have you ever wondered why Americans spell those words without a "u"? Is it because they are lazy? Of course not. In fact,the difference in spelling was created by Noah Webster (1758-1843). He is a teacher who reformed English to make American identity stronger. Linguists celebrated his 250th birthday on October 16. After the Revolutionary War (1775~ 1783),Webster believed that Americans should have their own dictionary,rather than rely on British versions . He dropped the British "u" in some words. And he changed "centre" into "center" for children to learn English by spelling words more like they sounded. Webster wasn't shy about expressing his opinions. In defining preposterous (unreasonable),he wrote: "A republican government in the hands of females is preposterous." Webster spent 28 years on the project before completing the 70,000-word dictionary in 1828 with his American-style spellings. He also added local words. His dictionary was widely used in schools. Linguists believed it helped a new nation achieve unity and cultural independence at a time when most were focused on political freedom. "He was the shaper of our language and the shaper of American identity,"said Joshua Kendall,who is working on a biography about Webster. "He at last bonded us through our language." Which of the following word can best describe Noah Webster's work?
|
[
"Interesting.",
"Meaningful.",
"Unfinished.",
"Boring."
] | 1B
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|
"Colour" and "color","favourite" and "favorite"... Have you ever wondered why Americans spell those words without a "u"? Is it because they are lazy? Of course not. In fact,the difference in spelling was created by Noah Webster (1758-1843). He is a teacher who reformed English to make American identity stronger. Linguists celebrated his 250th birthday on October 16. After the Revolutionary War (1775~ 1783),Webster believed that Americans should have their own dictionary,rather than rely on British versions . He dropped the British "u" in some words. And he changed "centre" into "center" for children to learn English by spelling words more like they sounded. Webster wasn't shy about expressing his opinions. In defining preposterous (unreasonable),he wrote: "A republican government in the hands of females is preposterous." Webster spent 28 years on the project before completing the 70,000-word dictionary in 1828 with his American-style spellings. He also added local words. His dictionary was widely used in schools. Linguists believed it helped a new nation achieve unity and cultural independence at a time when most were focused on political freedom. "He was the shaper of our language and the shaper of American identity,"said Joshua Kendall,who is working on a biography about Webster. "He at last bonded us through our language." Why did Noah Webster create these differences in his dictionary?
|
[
"Because he wanted to make English simple and easy.",
"Because he wanted to show that the USA is stronger than the UK.",
"Because he wanted to achieve political freedom.",
"Because he wanted American English to have its own characteristics."
] | 3D
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|
"Colour" and "color","favourite" and "favorite"... Have you ever wondered why Americans spell those words without a "u"? Is it because they are lazy? Of course not. In fact,the difference in spelling was created by Noah Webster (1758-1843). He is a teacher who reformed English to make American identity stronger. Linguists celebrated his 250th birthday on October 16. After the Revolutionary War (1775~ 1783),Webster believed that Americans should have their own dictionary,rather than rely on British versions . He dropped the British "u" in some words. And he changed "centre" into "center" for children to learn English by spelling words more like they sounded. Webster wasn't shy about expressing his opinions. In defining preposterous (unreasonable),he wrote: "A republican government in the hands of females is preposterous." Webster spent 28 years on the project before completing the 70,000-word dictionary in 1828 with his American-style spellings. He also added local words. His dictionary was widely used in schools. Linguists believed it helped a new nation achieve unity and cultural independence at a time when most were focused on political freedom. "He was the shaper of our language and the shaper of American identity,"said Joshua Kendall,who is working on a biography about Webster. "He at last bonded us through our language." When did Noah Webster probably begin his project of the dictionary?
|
[
"In 1758.",
"In 1783.",
"In 1800.",
"In 1828."
] | 2C
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Shay asked, "Do you think they'll let me play?" Shay's father knew that most of the boys would not want someone like Shay on their team, but the father also understood that if his son, mentally and physically disabled, were allowed to play, it would give him a much-needed sense of belonging and some confidence. Shay's father approached one of the boys on the field and asked if Shay could play, not expecting much. The boy looked around and said, "We're losing by six runs and the game is in the eighth inning .I guess he can be on our team and we'll try to put him in to bat in the final inning. Shay struggled over to the team's bench and put on a team shirt with a broad smile and his father had a small tear in his eye and warmth in heart. The boys saw the father's joy at his son being accepted. In the bottom of the eighth inning, Shay's team scored a few runs but was still behind by three. In the top of the final inning, Shay put on a glove and played in the field. Even though no hits came his way, he was obviously joyful just to be in the game and on the field. In the bottom of the final inning, Shay's team scored again. Now, Shay was scheduled to be next at bat. Would they let Shay bat and give away their chance to win the game? Surprisingly, Shay was given the bat. Everyone knew that a hit was almost impossible. The first pitch came and Shay missed. The pitcher again took a few steps forward to throw the ball softly towards Shay. As the pitch came in, Shay swung at the ball and hit a slow ground ball right back to the pitcher. The pitcher could have easily thrown he ball to the first baseman and Shay would have been out and that would have been the end of the game .Instead, the pitcher threw the ball right over the head of the first baseman, beyond the reach of all teammates, The audience and the players from both teams started screaming, "Shay, run to first! " Never in his life had Shay ever run that far but made it to first base, wide-eyed and shocked.. Everyone should, "Run to second!" Catching his breath, Shay awkwardly ran towards second. By the time Shay rounded towards second base, the smallest guy on their team, who had a chance to be the hero for his team for the first time, could have thrown the ball to the second baseman, but he understood the pitcher's intentions and he too intentionally threw the ball high and far over the third baseman's head. All were screaming,"Shay,Shay,Shay,all the way Shay." Shay reached third base when one opposing player ran to help him and shouted, "Shay, run to third." As Shay rounded third, all were on their feet, crying,"Shay, run home!"Shay ran to home, stepped on the home base and was cheered as the hero who the who won the game for his team. That day, the boys from both teams helped bring a piece true love and humanity into this world. Shay didn't make it to another summer and died that winter, having never forgotten being the hero and making his father so happy and coming home and seeing his mother tearfully hug her little hero of the day! Not expecting much, Shay's father still asked the boy if Shay could play, mainly because the father _ .
|
[
"noticed some of the boys on the field were heisting",
"guessed his presence would affect the boy's decision",
"learned some of the boys on the field knew Shay well",
"understood Shay did need a feeling of being accepted"
] | 3D
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Shay asked, "Do you think they'll let me play?" Shay's father knew that most of the boys would not want someone like Shay on their team, but the father also understood that if his son, mentally and physically disabled, were allowed to play, it would give him a much-needed sense of belonging and some confidence. Shay's father approached one of the boys on the field and asked if Shay could play, not expecting much. The boy looked around and said, "We're losing by six runs and the game is in the eighth inning .I guess he can be on our team and we'll try to put him in to bat in the final inning. Shay struggled over to the team's bench and put on a team shirt with a broad smile and his father had a small tear in his eye and warmth in heart. The boys saw the father's joy at his son being accepted. In the bottom of the eighth inning, Shay's team scored a few runs but was still behind by three. In the top of the final inning, Shay put on a glove and played in the field. Even though no hits came his way, he was obviously joyful just to be in the game and on the field. In the bottom of the final inning, Shay's team scored again. Now, Shay was scheduled to be next at bat. Would they let Shay bat and give away their chance to win the game? Surprisingly, Shay was given the bat. Everyone knew that a hit was almost impossible. The first pitch came and Shay missed. The pitcher again took a few steps forward to throw the ball softly towards Shay. As the pitch came in, Shay swung at the ball and hit a slow ground ball right back to the pitcher. The pitcher could have easily thrown he ball to the first baseman and Shay would have been out and that would have been the end of the game .Instead, the pitcher threw the ball right over the head of the first baseman, beyond the reach of all teammates, The audience and the players from both teams started screaming, "Shay, run to first! " Never in his life had Shay ever run that far but made it to first base, wide-eyed and shocked.. Everyone should, "Run to second!" Catching his breath, Shay awkwardly ran towards second. By the time Shay rounded towards second base, the smallest guy on their team, who had a chance to be the hero for his team for the first time, could have thrown the ball to the second baseman, but he understood the pitcher's intentions and he too intentionally threw the ball high and far over the third baseman's head. All were screaming,"Shay,Shay,Shay,all the way Shay." Shay reached third base when one opposing player ran to help him and shouted, "Shay, run to third." As Shay rounded third, all were on their feet, crying,"Shay, run home!"Shay ran to home, stepped on the home base and was cheered as the hero who the who won the game for his team. That day, the boys from both teams helped bring a piece true love and humanity into this world. Shay didn't make it to another summer and died that winter, having never forgotten being the hero and making his father so happy and coming home and seeing his mother tearfully hug her little hero of the day! In the bottom of the final inning Shay was given the bat because the boys _ .
|
[
"believed they were sure to win the game",
"would like to help Shay enjoy the game",
"found Shay was so eager to be a winner",
"fell forced to give Shay another chance"
] | 1B
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Shay asked, "Do you think they'll let me play?" Shay's father knew that most of the boys would not want someone like Shay on their team, but the father also understood that if his son, mentally and physically disabled, were allowed to play, it would give him a much-needed sense of belonging and some confidence. Shay's father approached one of the boys on the field and asked if Shay could play, not expecting much. The boy looked around and said, "We're losing by six runs and the game is in the eighth inning .I guess he can be on our team and we'll try to put him in to bat in the final inning. Shay struggled over to the team's bench and put on a team shirt with a broad smile and his father had a small tear in his eye and warmth in heart. The boys saw the father's joy at his son being accepted. In the bottom of the eighth inning, Shay's team scored a few runs but was still behind by three. In the top of the final inning, Shay put on a glove and played in the field. Even though no hits came his way, he was obviously joyful just to be in the game and on the field. In the bottom of the final inning, Shay's team scored again. Now, Shay was scheduled to be next at bat. Would they let Shay bat and give away their chance to win the game? Surprisingly, Shay was given the bat. Everyone knew that a hit was almost impossible. The first pitch came and Shay missed. The pitcher again took a few steps forward to throw the ball softly towards Shay. As the pitch came in, Shay swung at the ball and hit a slow ground ball right back to the pitcher. The pitcher could have easily thrown he ball to the first baseman and Shay would have been out and that would have been the end of the game .Instead, the pitcher threw the ball right over the head of the first baseman, beyond the reach of all teammates, The audience and the players from both teams started screaming, "Shay, run to first! " Never in his life had Shay ever run that far but made it to first base, wide-eyed and shocked.. Everyone should, "Run to second!" Catching his breath, Shay awkwardly ran towards second. By the time Shay rounded towards second base, the smallest guy on their team, who had a chance to be the hero for his team for the first time, could have thrown the ball to the second baseman, but he understood the pitcher's intentions and he too intentionally threw the ball high and far over the third baseman's head. All were screaming,"Shay,Shay,Shay,all the way Shay." Shay reached third base when one opposing player ran to help him and shouted, "Shay, run to third." As Shay rounded third, all were on their feet, crying,"Shay, run home!"Shay ran to home, stepped on the home base and was cheered as the hero who the who won the game for his team. That day, the boys from both teams helped bring a piece true love and humanity into this world. Shay didn't make it to another summer and died that winter, having never forgotten being the hero and making his father so happy and coming home and seeing his mother tearfully hug her little hero of the day! The smallest boy threw the ball high and far over the third baseman's head, probably because that boy _ .
|
[
"was obviously aware of the pitcher's purpose",
"looked forward to winning the game for his team",
"failed to throw the ball to the second baseman",
"saw that Shay already reached second base"
] | 0A
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|
Shay asked, "Do you think they'll let me play?" Shay's father knew that most of the boys would not want someone like Shay on their team, but the father also understood that if his son, mentally and physically disabled, were allowed to play, it would give him a much-needed sense of belonging and some confidence. Shay's father approached one of the boys on the field and asked if Shay could play, not expecting much. The boy looked around and said, "We're losing by six runs and the game is in the eighth inning .I guess he can be on our team and we'll try to put him in to bat in the final inning. Shay struggled over to the team's bench and put on a team shirt with a broad smile and his father had a small tear in his eye and warmth in heart. The boys saw the father's joy at his son being accepted. In the bottom of the eighth inning, Shay's team scored a few runs but was still behind by three. In the top of the final inning, Shay put on a glove and played in the field. Even though no hits came his way, he was obviously joyful just to be in the game and on the field. In the bottom of the final inning, Shay's team scored again. Now, Shay was scheduled to be next at bat. Would they let Shay bat and give away their chance to win the game? Surprisingly, Shay was given the bat. Everyone knew that a hit was almost impossible. The first pitch came and Shay missed. The pitcher again took a few steps forward to throw the ball softly towards Shay. As the pitch came in, Shay swung at the ball and hit a slow ground ball right back to the pitcher. The pitcher could have easily thrown he ball to the first baseman and Shay would have been out and that would have been the end of the game .Instead, the pitcher threw the ball right over the head of the first baseman, beyond the reach of all teammates, The audience and the players from both teams started screaming, "Shay, run to first! " Never in his life had Shay ever run that far but made it to first base, wide-eyed and shocked.. Everyone should, "Run to second!" Catching his breath, Shay awkwardly ran towards second. By the time Shay rounded towards second base, the smallest guy on their team, who had a chance to be the hero for his team for the first time, could have thrown the ball to the second baseman, but he understood the pitcher's intentions and he too intentionally threw the ball high and far over the third baseman's head. All were screaming,"Shay,Shay,Shay,all the way Shay." Shay reached third base when one opposing player ran to help him and shouted, "Shay, run to third." As Shay rounded third, all were on their feet, crying,"Shay, run home!"Shay ran to home, stepped on the home base and was cheered as the hero who the who won the game for his team. That day, the boys from both teams helped bring a piece true love and humanity into this world. Shay didn't make it to another summer and died that winter, having never forgotten being the hero and making his father so happy and coming home and seeing his mother tearfully hug her little hero of the day! Which of the following has nothing to do with Shay's becoming the hero for his team?
|
[
"The pitcher did not throw the ball to the first baseman.",
"The audience and the players from both teams cheered for him.",
"The opposing players failed to stop his running to home.",
"One of the opposing players ran to help him."
] | 2C
|
|
Shay asked, "Do you think they'll let me play?" Shay's father knew that most of the boys would not want someone like Shay on their team, but the father also understood that if his son, mentally and physically disabled, were allowed to play, it would give him a much-needed sense of belonging and some confidence. Shay's father approached one of the boys on the field and asked if Shay could play, not expecting much. The boy looked around and said, "We're losing by six runs and the game is in the eighth inning .I guess he can be on our team and we'll try to put him in to bat in the final inning. Shay struggled over to the team's bench and put on a team shirt with a broad smile and his father had a small tear in his eye and warmth in heart. The boys saw the father's joy at his son being accepted. In the bottom of the eighth inning, Shay's team scored a few runs but was still behind by three. In the top of the final inning, Shay put on a glove and played in the field. Even though no hits came his way, he was obviously joyful just to be in the game and on the field. In the bottom of the final inning, Shay's team scored again. Now, Shay was scheduled to be next at bat. Would they let Shay bat and give away their chance to win the game? Surprisingly, Shay was given the bat. Everyone knew that a hit was almost impossible. The first pitch came and Shay missed. The pitcher again took a few steps forward to throw the ball softly towards Shay. As the pitch came in, Shay swung at the ball and hit a slow ground ball right back to the pitcher. The pitcher could have easily thrown he ball to the first baseman and Shay would have been out and that would have been the end of the game .Instead, the pitcher threw the ball right over the head of the first baseman, beyond the reach of all teammates, The audience and the players from both teams started screaming, "Shay, run to first! " Never in his life had Shay ever run that far but made it to first base, wide-eyed and shocked.. Everyone should, "Run to second!" Catching his breath, Shay awkwardly ran towards second. By the time Shay rounded towards second base, the smallest guy on their team, who had a chance to be the hero for his team for the first time, could have thrown the ball to the second baseman, but he understood the pitcher's intentions and he too intentionally threw the ball high and far over the third baseman's head. All were screaming,"Shay,Shay,Shay,all the way Shay." Shay reached third base when one opposing player ran to help him and shouted, "Shay, run to third." As Shay rounded third, all were on their feet, crying,"Shay, run home!"Shay ran to home, stepped on the home base and was cheered as the hero who the who won the game for his team. That day, the boys from both teams helped bring a piece true love and humanity into this world. Shay didn't make it to another summer and died that winter, having never forgotten being the hero and making his father so happy and coming home and seeing his mother tearfully hug her little hero of the day! What to you think is the theme of the story?
|
[
"True human nature could be realized in the way we treat each other.",
"Everyone has his own strength even if mentally or physically disabled.",
"Everyone can develop his team spirit in sports and please his parents.",
"The results of the game should not be the only concern of the players."
] | 0A
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|
Why I Don't Spare "Spare Change" "Poor but honest." "The deserving poor. " These words always come to my mind when I think of "the poor. " But I also think of people who, perhaps through alcohol or drugs, have ruined not only their own lives but also the lives of others in order to give way to their own pleasure. Perhaps alcoholism and drug addiction really are "diseases. " as many people say, but my own feeling-based, of course, not on any serious study-is that most alcoholies and drug addicts belong to the "undeserving poor. " And that is largely why I don't give spare change to beggars. But surely among the street people there are also some who can rightly be called "deserving." Deserving what? My spare change? Or simply the government's assistance? It happens that I have been brought up to believe that it is proper to make contributions to charity , but if I give some change to a beggar, am I making a contribution to charity and thereby helping someone, or, am I perhaps simply encouraging someone not to get help? Or, maybe even worse, am I supporting a cheat? If one believes in the value of private charity, one can either give to needy people or to charitable organizations. In giving to a beggar one may indeed be helping a person who badly needs help, but one cannot be certain that one is giving to a needy person. In giving to an organization, on the other hand, one can feel that one's money is likely to beused wisely. True, facing a beggar one may feel thatthis particular unfortunateperson needs help atthis moment-a cup of coffee or a sandwich-and the need will not be met unless I put my hand in my pocket right now. But I have come to think that the beggars whom I meet can get along without my spare change, and indeed perhaps they are actually better off for not having money to buy alcohol or drugs. I know nothing about these beggars, but it's my impression that they simply prefer begging to working. I am not generalizing about street people. I am talking about the people whom I actually meet. That's why I do not give "spare change, " and I don't think I will in the future. What does the author think of beggars who take drugs?
|
[
"They should be given a cheek-up.",
"They really need money to live.",
"They have no pleasure in life.",
"They are not worth helping."
] | 3D
|
|
Why I Don't Spare "Spare Change" "Poor but honest." "The deserving poor. " These words always come to my mind when I think of "the poor. " But I also think of people who, perhaps through alcohol or drugs, have ruined not only their own lives but also the lives of others in order to give way to their own pleasure. Perhaps alcoholism and drug addiction really are "diseases. " as many people say, but my own feeling-based, of course, not on any serious study-is that most alcoholies and drug addicts belong to the "undeserving poor. " And that is largely why I don't give spare change to beggars. But surely among the street people there are also some who can rightly be called "deserving." Deserving what? My spare change? Or simply the government's assistance? It happens that I have been brought up to believe that it is proper to make contributions to charity , but if I give some change to a beggar, am I making a contribution to charity and thereby helping someone, or, am I perhaps simply encouraging someone not to get help? Or, maybe even worse, am I supporting a cheat? If one believes in the value of private charity, one can either give to needy people or to charitable organizations. In giving to a beggar one may indeed be helping a person who badly needs help, but one cannot be certain that one is giving to a needy person. In giving to an organization, on the other hand, one can feel that one's money is likely to beused wisely. True, facing a beggar one may feel thatthis particular unfortunateperson needs help atthis moment-a cup of coffee or a sandwich-and the need will not be met unless I put my hand in my pocket right now. But I have come to think that the beggars whom I meet can get along without my spare change, and indeed perhaps they are actually better off for not having money to buy alcohol or drugs. I know nothing about these beggars, but it's my impression that they simply prefer begging to working. I am not generalizing about street people. I am talking about the people whom I actually meet. That's why I do not give "spare change, " and I don't think I will in the future. Why doesn't the author give money to street people?
|
[
"He doesn't think they need help.",
"He doesn't have enough money to give.",
"He is not convinced they will use it rightly.",
"He believes they can get help from the government."
] | 2C
|
|
Why I Don't Spare "Spare Change" "Poor but honest." "The deserving poor. " These words always come to my mind when I think of "the poor. " But I also think of people who, perhaps through alcohol or drugs, have ruined not only their own lives but also the lives of others in order to give way to their own pleasure. Perhaps alcoholism and drug addiction really are "diseases. " as many people say, but my own feeling-based, of course, not on any serious study-is that most alcoholies and drug addicts belong to the "undeserving poor. " And that is largely why I don't give spare change to beggars. But surely among the street people there are also some who can rightly be called "deserving." Deserving what? My spare change? Or simply the government's assistance? It happens that I have been brought up to believe that it is proper to make contributions to charity , but if I give some change to a beggar, am I making a contribution to charity and thereby helping someone, or, am I perhaps simply encouraging someone not to get help? Or, maybe even worse, am I supporting a cheat? If one believes in the value of private charity, one can either give to needy people or to charitable organizations. In giving to a beggar one may indeed be helping a person who badly needs help, but one cannot be certain that one is giving to a needy person. In giving to an organization, on the other hand, one can feel that one's money is likely to beused wisely. True, facing a beggar one may feel thatthis particular unfortunateperson needs help atthis moment-a cup of coffee or a sandwich-and the need will not be met unless I put my hand in my pocket right now. But I have come to think that the beggars whom I meet can get along without my spare change, and indeed perhaps they are actually better off for not having money to buy alcohol or drugs. I know nothing about these beggars, but it's my impression that they simply prefer begging to working. I am not generalizing about street people. I am talking about the people whom I actually meet. That's why I do not give "spare change, " and I don't think I will in the future. Which of the following opinions does the author accept?
|
[
"Drug addiction is a disease.",
"Some street people are poor and needy.",
"Most beggars have received enough help.",
"Charitable organizations handle money properly."
] | 1B
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|
It is the summer of 1776. Thomas Jefferson is not happy. He'd rather be home in Virginia than attending Philadelphia's Continental Congress Thomas Jefferson knew he had a job to do. Important men throughout the American colonies were meeting in Philadelphis to discuss and debate the war with Great Briain. The colony of Virginia sent Thomas Jefferson to Philadelphia. But Jefferson wasn't happy. Jefferson wanted to be home that hot summer of 1776. he missed his wife, Martha. She hadn't been feeling well when he left, and he worried about her. On June 7, 1776, Richard Henry Lee from Virginia stood up at the Congress and announced that "these American colonies ought to be free and independent states." Jefferson probably knew what was coming next. Here was another resolution to debate. And whenever there was a resolution, there was a declaration. The American colonies had been at war with Great Britain for more than a year, but surprisingly. The colonies had not formally announced their independence. So the Congress appointed a five-man committee to crate a document declaring America's independence. And the committee chose Thomas Jefferson to write it. Jefferson knew he was to list the unfair things Great Britain had done to the colonies. For days and days,, Jefferson wrote and rewrote about the king and his unfair laws. About independence. About freedom. He borrowed ideas from other political writers, but he wrote these thoughts in words that all people could understand. He wanted his ideas to be shared with everyone. And _ were. The Continental Congress voted to adopt the Declaration of Independence on July 4, 1776. on July 8, it was read out loud to a cheering crowd. No one knew who the author was, but they knew what the Declaration stood for-independence and freedom for all. Still, Thomas Jefferson dreamed of home. In late July he begged Richard Henry Lee to replace him in the Congress. In September, Jefferson's dream finally came true, and he traveled home. Since then, the words Thomas Jefferson wrote during that hot Philadelphia summer have inspired people throughout the world. Thank goodness Jefferson didn't go home. Why didn't Thomas Jefferson want to go to Philadelphia?
|
[
"He was not a good debater",
"He found a new job in Virginia",
"It was extremely hot in Philadelphia",
"He was concerned about his wife's health"
] | 3D
|
|
It is the summer of 1776. Thomas Jefferson is not happy. He'd rather be home in Virginia than attending Philadelphia's Continental Congress Thomas Jefferson knew he had a job to do. Important men throughout the American colonies were meeting in Philadelphis to discuss and debate the war with Great Briain. The colony of Virginia sent Thomas Jefferson to Philadelphia. But Jefferson wasn't happy. Jefferson wanted to be home that hot summer of 1776. he missed his wife, Martha. She hadn't been feeling well when he left, and he worried about her. On June 7, 1776, Richard Henry Lee from Virginia stood up at the Congress and announced that "these American colonies ought to be free and independent states." Jefferson probably knew what was coming next. Here was another resolution to debate. And whenever there was a resolution, there was a declaration. The American colonies had been at war with Great Britain for more than a year, but surprisingly. The colonies had not formally announced their independence. So the Congress appointed a five-man committee to crate a document declaring America's independence. And the committee chose Thomas Jefferson to write it. Jefferson knew he was to list the unfair things Great Britain had done to the colonies. For days and days,, Jefferson wrote and rewrote about the king and his unfair laws. About independence. About freedom. He borrowed ideas from other political writers, but he wrote these thoughts in words that all people could understand. He wanted his ideas to be shared with everyone. And _ were. The Continental Congress voted to adopt the Declaration of Independence on July 4, 1776. on July 8, it was read out loud to a cheering crowd. No one knew who the author was, but they knew what the Declaration stood for-independence and freedom for all. Still, Thomas Jefferson dreamed of home. In late July he begged Richard Henry Lee to replace him in the Congress. In September, Jefferson's dream finally came true, and he traveled home. Since then, the words Thomas Jefferson wrote during that hot Philadelphia summer have inspired people throughout the world. Thank goodness Jefferson didn't go home. The Continental Congress set up a committee to write a document to _ .
|
[
"officially declare war on Britain",
"announce the American colonies were free",
"inspire soldiers fighting against Britain",
"revise the Declaration of Independence"
] | 1B
|
|
It is the summer of 1776. Thomas Jefferson is not happy. He'd rather be home in Virginia than attending Philadelphia's Continental Congress Thomas Jefferson knew he had a job to do. Important men throughout the American colonies were meeting in Philadelphis to discuss and debate the war with Great Briain. The colony of Virginia sent Thomas Jefferson to Philadelphia. But Jefferson wasn't happy. Jefferson wanted to be home that hot summer of 1776. he missed his wife, Martha. She hadn't been feeling well when he left, and he worried about her. On June 7, 1776, Richard Henry Lee from Virginia stood up at the Congress and announced that "these American colonies ought to be free and independent states." Jefferson probably knew what was coming next. Here was another resolution to debate. And whenever there was a resolution, there was a declaration. The American colonies had been at war with Great Britain for more than a year, but surprisingly. The colonies had not formally announced their independence. So the Congress appointed a five-man committee to crate a document declaring America's independence. And the committee chose Thomas Jefferson to write it. Jefferson knew he was to list the unfair things Great Britain had done to the colonies. For days and days,, Jefferson wrote and rewrote about the king and his unfair laws. About independence. About freedom. He borrowed ideas from other political writers, but he wrote these thoughts in words that all people could understand. He wanted his ideas to be shared with everyone. And _ were. The Continental Congress voted to adopt the Declaration of Independence on July 4, 1776. on July 8, it was read out loud to a cheering crowd. No one knew who the author was, but they knew what the Declaration stood for-independence and freedom for all. Still, Thomas Jefferson dreamed of home. In late July he begged Richard Henry Lee to replace him in the Congress. In September, Jefferson's dream finally came true, and he traveled home. Since then, the words Thomas Jefferson wrote during that hot Philadelphia summer have inspired people throughout the world. Thank goodness Jefferson didn't go home. What do we know about the Declaration of Independence?
|
[
"It was written in quite simple words",
"It took Jefferson about one year to write it",
"Jefferson finished it with the help of Richard Henry Lee",
"It won Jefferson great honors immediately it was announced."
] | 0A
|
|
It is the summer of 1776. Thomas Jefferson is not happy. He'd rather be home in Virginia than attending Philadelphia's Continental Congress Thomas Jefferson knew he had a job to do. Important men throughout the American colonies were meeting in Philadelphis to discuss and debate the war with Great Briain. The colony of Virginia sent Thomas Jefferson to Philadelphia. But Jefferson wasn't happy. Jefferson wanted to be home that hot summer of 1776. he missed his wife, Martha. She hadn't been feeling well when he left, and he worried about her. On June 7, 1776, Richard Henry Lee from Virginia stood up at the Congress and announced that "these American colonies ought to be free and independent states." Jefferson probably knew what was coming next. Here was another resolution to debate. And whenever there was a resolution, there was a declaration. The American colonies had been at war with Great Britain for more than a year, but surprisingly. The colonies had not formally announced their independence. So the Congress appointed a five-man committee to crate a document declaring America's independence. And the committee chose Thomas Jefferson to write it. Jefferson knew he was to list the unfair things Great Britain had done to the colonies. For days and days,, Jefferson wrote and rewrote about the king and his unfair laws. About independence. About freedom. He borrowed ideas from other political writers, but he wrote these thoughts in words that all people could understand. He wanted his ideas to be shared with everyone. And _ were. The Continental Congress voted to adopt the Declaration of Independence on July 4, 1776. on July 8, it was read out loud to a cheering crowd. No one knew who the author was, but they knew what the Declaration stood for-independence and freedom for all. Still, Thomas Jefferson dreamed of home. In late July he begged Richard Henry Lee to replace him in the Congress. In September, Jefferson's dream finally came true, and he traveled home. Since then, the words Thomas Jefferson wrote during that hot Philadelphia summer have inspired people throughout the world. Thank goodness Jefferson didn't go home. We can learn from the passage that _ .
|
[
"Jefferson was a very caring husband",
"Jefferson was not really interested in politics",
"Jefferson was unwilling to borrow other writers' ideas",
"Jefferson finished his job in the Congress before going home"
] | 0A
|
|
Everybody hates it, but everybody does it. A recent report said that 40%of Americans hate tipping. In America alone, tipping is a $16 billion-a-year industry. Consumers acting politely ought not to pay more than they have to for a given service. Tips should not exist. So why do they? The common opinion in the past was that tips both rewarded the efforts of good service and reduced uncomfortable feelings of inequality. And also, tipping makes for closer relations. It went without saying that the better the service, the bigger the tip. But according to a new research from Cornell University, tips no longer serve any useful function. The paper analyzes numbers they got from 2,547 groups dining at 20 different restaurants. The connection between larger tips and better service was very weak. Only a tiny part of the size of the tip had anything to do with the quality of service. Tipping is better explained, by culture than by the money people spend. In America, the custom came into being a long time ago. It is regarded as part of the accepted cost of a service. In New York restaurants, failing to tip at least l5% could well mean dissatisfaction from the customers. Hairdressers can expect to get l5%-20%, and the man who delivers your fast food $2. In Europe, tipping is less common. In many restaurants the amount of tip is decided by a standard service charge. In many Asian countries, tipping has never really caught on at all. Only a few have really taken to tipping. According to Michael Lynn, the Cornell papers' author, countries in which people are more social or outgoing tend to tip more. Tipping may reduce anxiety about being served by strangers. And Mr. Lynn says, "In America, where people are expressive and eager to mix up with others, tipping is about social approval. If you tip badly, people think less of you. Tipping well is a chance to show off." This passage is mainly about _ .
|
[
"different kinds of tipping in different countries",
"the relationship between tipping and custom",
"the origin and present meaning of tipping",
"most American people hate tipping"
] | 2C
|
|
Everybody hates it, but everybody does it. A recent report said that 40%of Americans hate tipping. In America alone, tipping is a $16 billion-a-year industry. Consumers acting politely ought not to pay more than they have to for a given service. Tips should not exist. So why do they? The common opinion in the past was that tips both rewarded the efforts of good service and reduced uncomfortable feelings of inequality. And also, tipping makes for closer relations. It went without saying that the better the service, the bigger the tip. But according to a new research from Cornell University, tips no longer serve any useful function. The paper analyzes numbers they got from 2,547 groups dining at 20 different restaurants. The connection between larger tips and better service was very weak. Only a tiny part of the size of the tip had anything to do with the quality of service. Tipping is better explained, by culture than by the money people spend. In America, the custom came into being a long time ago. It is regarded as part of the accepted cost of a service. In New York restaurants, failing to tip at least l5% could well mean dissatisfaction from the customers. Hairdressers can expect to get l5%-20%, and the man who delivers your fast food $2. In Europe, tipping is less common. In many restaurants the amount of tip is decided by a standard service charge. In many Asian countries, tipping has never really caught on at all. Only a few have really taken to tipping. According to Michael Lynn, the Cornell papers' author, countries in which people are more social or outgoing tend to tip more. Tipping may reduce anxiety about being served by strangers. And Mr. Lynn says, "In America, where people are expressive and eager to mix up with others, tipping is about social approval. If you tip badly, people think less of you. Tipping well is a chance to show off." Among the following situations, in your opinion, who is likely to tip most?
|
[
"A Frenchman just quarreled with the barber who did his hair badly in New York.",
"An American just had a wonderful dinner in a well known restaurant in New York.",
"A Japanese businessman asked for a pizza delivery from a Pizza Hut in New York.",
"A Chinese student enjoyed his meal in a famous fast food restaurant in New York."
] | 1B
|
|
Everybody hates it, but everybody does it. A recent report said that 40%of Americans hate tipping. In America alone, tipping is a $16 billion-a-year industry. Consumers acting politely ought not to pay more than they have to for a given service. Tips should not exist. So why do they? The common opinion in the past was that tips both rewarded the efforts of good service and reduced uncomfortable feelings of inequality. And also, tipping makes for closer relations. It went without saying that the better the service, the bigger the tip. But according to a new research from Cornell University, tips no longer serve any useful function. The paper analyzes numbers they got from 2,547 groups dining at 20 different restaurants. The connection between larger tips and better service was very weak. Only a tiny part of the size of the tip had anything to do with the quality of service. Tipping is better explained, by culture than by the money people spend. In America, the custom came into being a long time ago. It is regarded as part of the accepted cost of a service. In New York restaurants, failing to tip at least l5% could well mean dissatisfaction from the customers. Hairdressers can expect to get l5%-20%, and the man who delivers your fast food $2. In Europe, tipping is less common. In many restaurants the amount of tip is decided by a standard service charge. In many Asian countries, tipping has never really caught on at all. Only a few have really taken to tipping. According to Michael Lynn, the Cornell papers' author, countries in which people are more social or outgoing tend to tip more. Tipping may reduce anxiety about being served by strangers. And Mr. Lynn says, "In America, where people are expressive and eager to mix up with others, tipping is about social approval. If you tip badly, people think less of you. Tipping well is a chance to show off." We can infer from this passage that _ .
|
[
"tipping is no longer a good way to satisfy some customers themselves",
"tipping is especially popular in New York",
"tipping in America can make service better now",
"tipping has something to do with people's character"
] | 3D
|
|
Have you ever heard the old saying, "Never judge a book by its cover."? This is a good rule to follow when trying to judge the intelligence of others. Some people have minds that shine only in certain situations. A young man with an unusual gift in writing may find himself speechless before a pretty girl when he speaks. He may not be able to find the right words. But don't make the mistake of thinking him stupid. With a pen and paper, he can express himself better than anybody else. Other people may fool you into overestimating their intelligence by putting up a good front. A student who listens attentively and takes notes in class is bound to make a favorable impression on his teachers. But when it comes to exams, he may score near the bottom of the class. In a word, you can't judge someone by appearance. The only way to determine a person's intelligence is to get to know him. Then you can see how he reacts to different situations. The more situations you see, the better your judgment is likely to be. So take your time. Don't judge a book by its cover. The passage suggests that _ .
|
[
"a good writer may not be a good speaker",
"a good writer is always a good speaker",
"a speechless person always writes well",
"a good writer will find himself speechless"
] | 0A
|
|
Have you ever heard the old saying, "Never judge a book by its cover."? This is a good rule to follow when trying to judge the intelligence of others. Some people have minds that shine only in certain situations. A young man with an unusual gift in writing may find himself speechless before a pretty girl when he speaks. He may not be able to find the right words. But don't make the mistake of thinking him stupid. With a pen and paper, he can express himself better than anybody else. Other people may fool you into overestimating their intelligence by putting up a good front. A student who listens attentively and takes notes in class is bound to make a favorable impression on his teachers. But when it comes to exams, he may score near the bottom of the class. In a word, you can't judge someone by appearance. The only way to determine a person's intelligence is to get to know him. Then you can see how he reacts to different situations. The more situations you see, the better your judgment is likely to be. So take your time. Don't judge a book by its cover. The writer of this passage wants to tell us not to _ .
|
[
"judge a book by its cover",
"make the mistake of thinking a young man stupid",
"overestimate a student's intelligence",
"judge a person's intelligence by his appearance"
] | 3D
|
|
Warning: reading too much Cinderella to your daughter may damage her emotional health in later life. A paper to be developed at the international congress of cognitive psychotherapy in Gothenburg suggests a link between the attitudes of women abused by their parents and early exposure to the wrong sort of fairy tales. It says girls who identified with Cinderella, Rapunzel and Beauty in Beauty and the Beast were more likely to stay in destructive relationships as adults. The theory was developed by Susan Darker Smith, a psychotherapist at the University of Derby. She interviewed 67 female abuse survivors and found that 61 put up with severe abuse because they believed they could change their partners with patience, composition and love. The same view was taken by male survivors who had been abused as children. Hardly any of the women in a control group, who had not experienced abuse, thought they could change their partners in this way. The same view was taken by male survivors who had been abused as children. These women and men said they would leave a relationship rather than put up with abuse from a partner. Ms Darker Smith found the abused women were much more likely to identify with Cinderella and other _ female characters in fairytales, who were later rescued by a stranger prince or hero. Although most girls heard the stories, damage appeared to be done to those who adopted the characters as role models. "They believe if their love is strong enough they can change their parents' behaviors," she said." Overexposure in children to stories that emphasize the transformational qualities of love may make women believe they can change their partners." For example, they might never have understood the obvious flaw in the story of Rapunzel, who remained locked in a high tower until rescued by a knight on a white horse, who broke the door down. "The question," said Ms Darker Smith, "is why she did not break the door down herself." The passage is especially intended for _ .
|
[
"parents with young daughters",
"girls who like reading fairy stories",
"girls who think they can change their partners",
"parents with grown-up daughters"
] | 0A
|
|
Warning: reading too much Cinderella to your daughter may damage her emotional health in later life. A paper to be developed at the international congress of cognitive psychotherapy in Gothenburg suggests a link between the attitudes of women abused by their parents and early exposure to the wrong sort of fairy tales. It says girls who identified with Cinderella, Rapunzel and Beauty in Beauty and the Beast were more likely to stay in destructive relationships as adults. The theory was developed by Susan Darker Smith, a psychotherapist at the University of Derby. She interviewed 67 female abuse survivors and found that 61 put up with severe abuse because they believed they could change their partners with patience, composition and love. The same view was taken by male survivors who had been abused as children. Hardly any of the women in a control group, who had not experienced abuse, thought they could change their partners in this way. The same view was taken by male survivors who had been abused as children. These women and men said they would leave a relationship rather than put up with abuse from a partner. Ms Darker Smith found the abused women were much more likely to identify with Cinderella and other _ female characters in fairytales, who were later rescued by a stranger prince or hero. Although most girls heard the stories, damage appeared to be done to those who adopted the characters as role models. "They believe if their love is strong enough they can change their parents' behaviors," she said." Overexposure in children to stories that emphasize the transformational qualities of love may make women believe they can change their partners." For example, they might never have understood the obvious flaw in the story of Rapunzel, who remained locked in a high tower until rescued by a knight on a white horse, who broke the door down. "The question," said Ms Darker Smith, "is why she did not break the door down herself." Cinderella, Rapunzel and Beauty in Beauty and the Beast are similar in that _ .
|
[
"They all married some princes",
"They all changed their partners with love",
"They were all abused by their partners",
"They all put up with abuse"
] | 3D
|
|
Warning: reading too much Cinderella to your daughter may damage her emotional health in later life. A paper to be developed at the international congress of cognitive psychotherapy in Gothenburg suggests a link between the attitudes of women abused by their parents and early exposure to the wrong sort of fairy tales. It says girls who identified with Cinderella, Rapunzel and Beauty in Beauty and the Beast were more likely to stay in destructive relationships as adults. The theory was developed by Susan Darker Smith, a psychotherapist at the University of Derby. She interviewed 67 female abuse survivors and found that 61 put up with severe abuse because they believed they could change their partners with patience, composition and love. The same view was taken by male survivors who had been abused as children. Hardly any of the women in a control group, who had not experienced abuse, thought they could change their partners in this way. The same view was taken by male survivors who had been abused as children. These women and men said they would leave a relationship rather than put up with abuse from a partner. Ms Darker Smith found the abused women were much more likely to identify with Cinderella and other _ female characters in fairytales, who were later rescued by a stranger prince or hero. Although most girls heard the stories, damage appeared to be done to those who adopted the characters as role models. "They believe if their love is strong enough they can change their parents' behaviors," she said." Overexposure in children to stories that emphasize the transformational qualities of love may make women believe they can change their partners." For example, they might never have understood the obvious flaw in the story of Rapunzel, who remained locked in a high tower until rescued by a knight on a white horse, who broke the door down. "The question," said Ms Darker Smith, "is why she did not break the door down herself." Which of the following statements is true of the women in a control group?
|
[
"They don't believe in fairy tales.",
"They don't believe in the transformational qualities of love.",
"They have also experienced abuse.",
"They survived abuse."
] | 1B
|
|
When I was young, I wished for a good car and a big house. That was my idea of success. I took all the advanced classes and tried to do well in the exams with my mind set on going to a key school. I just knew that I would somehow become famous and be able to afford the car and the dream house. All the way through junior years, my mind was planning this beautiful future. Then in the eleventh grade, many losses changed my mind. First, one of my friends died at 16. Soon after, my great-grandmother passed away, followed by my beloved fourth-grade teacher. These events left me not knowing what to do or where to go . Death had never touched me so closely. After a long period of emptiness, it finally struck me: Life is not promised and neither is future success. Though I was attempting to achieve material success, I was not enjoying my daily life. I realized that finding inner peace, purpose and happiness will stick with me forever and that is real success. Enjoying life's precious quirks ( ) makes an ordinary person more successful than a wealthy person who isn't content and takes everything for granted. The summer before senior years, my attitude changed greatly. Instead of memorizing facts, I began learning skills. Instead of focusing on the future, I focused on today and the many blessings and successes that came with it. I still get excellent grades, but now I devote weeks to studying instead of struggling for exams, and I think about the future with a deeper sense of meaning. For me, being successful means truly living life each day. The reason why the author changed his idea of success is that _ .
|
[
"he can't afford his house",
"his beloved teacher was dead",
"he didn't know what to do or where to go",
"he lost a few beloved persons in a short time"
] | 3D
|
|
When I was young, I wished for a good car and a big house. That was my idea of success. I took all the advanced classes and tried to do well in the exams with my mind set on going to a key school. I just knew that I would somehow become famous and be able to afford the car and the dream house. All the way through junior years, my mind was planning this beautiful future. Then in the eleventh grade, many losses changed my mind. First, one of my friends died at 16. Soon after, my great-grandmother passed away, followed by my beloved fourth-grade teacher. These events left me not knowing what to do or where to go . Death had never touched me so closely. After a long period of emptiness, it finally struck me: Life is not promised and neither is future success. Though I was attempting to achieve material success, I was not enjoying my daily life. I realized that finding inner peace, purpose and happiness will stick with me forever and that is real success. Enjoying life's precious quirks ( ) makes an ordinary person more successful than a wealthy person who isn't content and takes everything for granted. The summer before senior years, my attitude changed greatly. Instead of memorizing facts, I began learning skills. Instead of focusing on the future, I focused on today and the many blessings and successes that came with it. I still get excellent grades, but now I devote weeks to studying instead of struggling for exams, and I think about the future with a deeper sense of meaning. For me, being successful means truly living life each day. According to the author which of the following is the real success for a person?
|
[
"Being famous.",
"Truly living life each day.",
"Good car and big house.",
"Material achievements."
] | 1B
|
|
When I was young, I wished for a good car and a big house. That was my idea of success. I took all the advanced classes and tried to do well in the exams with my mind set on going to a key school. I just knew that I would somehow become famous and be able to afford the car and the dream house. All the way through junior years, my mind was planning this beautiful future. Then in the eleventh grade, many losses changed my mind. First, one of my friends died at 16. Soon after, my great-grandmother passed away, followed by my beloved fourth-grade teacher. These events left me not knowing what to do or where to go . Death had never touched me so closely. After a long period of emptiness, it finally struck me: Life is not promised and neither is future success. Though I was attempting to achieve material success, I was not enjoying my daily life. I realized that finding inner peace, purpose and happiness will stick with me forever and that is real success. Enjoying life's precious quirks ( ) makes an ordinary person more successful than a wealthy person who isn't content and takes everything for granted. The summer before senior years, my attitude changed greatly. Instead of memorizing facts, I began learning skills. Instead of focusing on the future, I focused on today and the many blessings and successes that came with it. I still get excellent grades, but now I devote weeks to studying instead of struggling for exams, and I think about the future with a deeper sense of meaning. For me, being successful means truly living life each day. What does the author want to tell the readers?
|
[
"The true meaning of the life.",
"The true meaning of studying.",
"How to achieve success.",
"His opinion about success."
] | 3D
|
|
When I was young, I wished for a good car and a big house. That was my idea of success. I took all the advanced classes and tried to do well in the exams with my mind set on going to a key school. I just knew that I would somehow become famous and be able to afford the car and the dream house. All the way through junior years, my mind was planning this beautiful future. Then in the eleventh grade, many losses changed my mind. First, one of my friends died at 16. Soon after, my great-grandmother passed away, followed by my beloved fourth-grade teacher. These events left me not knowing what to do or where to go . Death had never touched me so closely. After a long period of emptiness, it finally struck me: Life is not promised and neither is future success. Though I was attempting to achieve material success, I was not enjoying my daily life. I realized that finding inner peace, purpose and happiness will stick with me forever and that is real success. Enjoying life's precious quirks ( ) makes an ordinary person more successful than a wealthy person who isn't content and takes everything for granted. The summer before senior years, my attitude changed greatly. Instead of memorizing facts, I began learning skills. Instead of focusing on the future, I focused on today and the many blessings and successes that came with it. I still get excellent grades, but now I devote weeks to studying instead of struggling for exams, and I think about the future with a deeper sense of meaning. For me, being successful means truly living life each day. According to the passage, which of the following is true?
|
[
"The writer thinks that success is not promised.",
"His teacher died before the death of his grandpa.",
"The writer didn't do well in all the exams.",
"He didn't want to take all the exams."
] | 0A
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|
The ocean bottom, a region nearly 2.5 times greater than the total land area of the earth, is even today largely unexplored. Until about a century ago, the deep ocean floor was completely inaccessible and hidden beneath waters averaging over 3,600 meters deep. Totally without light and in the case of intense pressures hundreds of times greater than at the earth's surface, the deep-ocean bottom is a strange environment to humans, in some way as frightening and remote as the outer space. Although researchers have taken samples of deep-ocean rocks for over a century, the first detailed global study of the ocean bottom did not actually start until 1969, with the beginning of the National Science Foundation's Deep Sea Drilling Project(DSDP). Using techniques first developed for the offshore oil and gas industry, the DSDP's drill ship, the Glomar Challenger, was able to maintain a steady position on the ocean's surface and drill very deep waters, taking samples of rocks from the ocean floor. The Glomar Challenger completed 96 voyages in a 15-year research program that ended in November 1983. During this time, it sailed 600,000 kilometers and took almost 20,000 samples of rocks around the world. Those samples have allowed geologists to reconstruct what the planet looked like hundreds of millions of years ago and to make out what it will probably look like millions of years in the future. Today, largely on the strength of evidence gathered during the Glomar Challenger's voyages, nearly all earth scientists agree on the theories of plate tectonics and continental drift that explain many of the geological processes. The sample of rocks drilled by the Glomar Challenger have also provided a climatic record stretching back hundreds of millions of years. The information of past climatic change can be used to predict the future climate. Which of the following is TRUE about the Glomar Challenger?
|
[
"It is a military submarine.",
"It is used to develop tourism.",
"It has gone on over 100 voyages.",
"It made its first DSDP voyage in 1969."
] | 3D
|
|
The ocean bottom, a region nearly 2.5 times greater than the total land area of the earth, is even today largely unexplored. Until about a century ago, the deep ocean floor was completely inaccessible and hidden beneath waters averaging over 3,600 meters deep. Totally without light and in the case of intense pressures hundreds of times greater than at the earth's surface, the deep-ocean bottom is a strange environment to humans, in some way as frightening and remote as the outer space. Although researchers have taken samples of deep-ocean rocks for over a century, the first detailed global study of the ocean bottom did not actually start until 1969, with the beginning of the National Science Foundation's Deep Sea Drilling Project(DSDP). Using techniques first developed for the offshore oil and gas industry, the DSDP's drill ship, the Glomar Challenger, was able to maintain a steady position on the ocean's surface and drill very deep waters, taking samples of rocks from the ocean floor. The Glomar Challenger completed 96 voyages in a 15-year research program that ended in November 1983. During this time, it sailed 600,000 kilometers and took almost 20,000 samples of rocks around the world. Those samples have allowed geologists to reconstruct what the planet looked like hundreds of millions of years ago and to make out what it will probably look like millions of years in the future. Today, largely on the strength of evidence gathered during the Glomar Challenger's voyages, nearly all earth scientists agree on the theories of plate tectonics and continental drift that explain many of the geological processes. The sample of rocks drilled by the Glomar Challenger have also provided a climatic record stretching back hundreds of millions of years. The information of past climatic change can be used to predict the future climate. The Deep Sea Drilling Project was significant because it was _ .
|
[
"the first detailed exploration of the ocean bottom",
"conducted by geologists from all over the world",
"supported entirely by the gas and oil industry",
"an attempt to find new sources of oil and gas"
] | 0A
|
|
Once upon a time there was a wise man that used to go to the ocean to do his writing. He had a habit of walking on the beach before he began his work. One day he was walking along the shore. As he looked down the beach, he saw a human figure moving like a dancer. He smiled to himself at the thought that someone would dance on the beach. So he began to walk faster to catch up. As he got closer, he saw that it was a young man and the young man wasn't dancing, but instead he was reaching down to the shore, picking up something and very gently throwing it into the ocean. As he got closer he called out, "Good morning! What are you doing?" The young man paused, looked up and replied, "Throwing starfish in the ocean.""I guess I should have asked, why are you throwing starfish in the ocean?""The sun is up and the tide is going out, and if I don't throw them in they'll die." "But, young man, don't you realize that there are miles and miles of beach and starfish all along it. You can't possibly make a difference!" The young man listened politely, then he bent down, picked another starfish and threw it into the sea, past the breaking waves and said, "It made a difference for that one." There is in each and every one of us. We have all been gifted with the ability to make a difference. And if we can know that gift, we will gain through the strength of our visions the power to shape the future. We must each find our starfish. And if we throw our starfish wisely and well, the world will be better. One day, the wise man saw the young man _ .
|
[
"dancing along the beach",
"walking with a dancer",
"picking up starfish for sale",
"trying to save as many starfish as possible"
] | 3D
|
|
Once upon a time there was a wise man that used to go to the ocean to do his writing. He had a habit of walking on the beach before he began his work. One day he was walking along the shore. As he looked down the beach, he saw a human figure moving like a dancer. He smiled to himself at the thought that someone would dance on the beach. So he began to walk faster to catch up. As he got closer, he saw that it was a young man and the young man wasn't dancing, but instead he was reaching down to the shore, picking up something and very gently throwing it into the ocean. As he got closer he called out, "Good morning! What are you doing?" The young man paused, looked up and replied, "Throwing starfish in the ocean.""I guess I should have asked, why are you throwing starfish in the ocean?""The sun is up and the tide is going out, and if I don't throw them in they'll die." "But, young man, don't you realize that there are miles and miles of beach and starfish all along it. You can't possibly make a difference!" The young man listened politely, then he bent down, picked another starfish and threw it into the sea, past the breaking waves and said, "It made a difference for that one." There is in each and every one of us. We have all been gifted with the ability to make a difference. And if we can know that gift, we will gain through the strength of our visions the power to shape the future. We must each find our starfish. And if we throw our starfish wisely and well, the world will be better. Near the end of the passage, "something very special" refers to _ .
|
[
"the gifts from friends",
"the strength of making decision",
"our own starfish",
"the ability of shaping one's own future"
] | 3D
|
|
Once upon a time there was a wise man that used to go to the ocean to do his writing. He had a habit of walking on the beach before he began his work. One day he was walking along the shore. As he looked down the beach, he saw a human figure moving like a dancer. He smiled to himself at the thought that someone would dance on the beach. So he began to walk faster to catch up. As he got closer, he saw that it was a young man and the young man wasn't dancing, but instead he was reaching down to the shore, picking up something and very gently throwing it into the ocean. As he got closer he called out, "Good morning! What are you doing?" The young man paused, looked up and replied, "Throwing starfish in the ocean.""I guess I should have asked, why are you throwing starfish in the ocean?""The sun is up and the tide is going out, and if I don't throw them in they'll die." "But, young man, don't you realize that there are miles and miles of beach and starfish all along it. You can't possibly make a difference!" The young man listened politely, then he bent down, picked another starfish and threw it into the sea, past the breaking waves and said, "It made a difference for that one." There is in each and every one of us. We have all been gifted with the ability to make a difference. And if we can know that gift, we will gain through the strength of our visions the power to shape the future. We must each find our starfish. And if we throw our starfish wisely and well, the world will be better. The writer told this story in order to show us _ .
|
[
"how and where we can write a good article",
"everyone can do something for the future",
"wise men are sometimes stupid",
"young people are actually wiser than old people"
] | 1B
|
|
Security--for the information on your smartphone, as well as for the phone itself---is a hot topic these days. The truth is that you're packing a lot of sensitive information on your phone, and you should keep it safe. When it comes to physical security, iPhone users would do well to download Find My iPhone, a free app from Apple that allows you to visit a website and see your (lost, stolen or misplaced) phone on the map. You can then sound an alarm, send a message that will pop up on its screen, lock the phone or erase all your data. Android does not have an exact equivalent , but there are plenty of alternatives. A free app called Lookout offers the find-my-phone feature. The paid version allows you to wipe the data from your phone remotely. Then there is your coffee shop's WiFi network. Anyone with minimal technical expert skill can snoop on people using shared wireless networks, harvesting passwords and other personal data. Lookout's apps will caution you when you've logged on to an insecure network, but cannot protect you once you're there. In order to protect yourself on such networks, you can use a virtual private network, or V.P.N. This turns all your activity into nonsense to anyone trying to read along with you from across the Starbucks. It also keeps websites from tracking you and, if you're traveling, allows you to get access to sites that may be blocked in other countries. If you have an iPhone, the simplest V.P.N. app is probably Hotspot Shield, whose distinguishing feature is said to be that it automatically kicks in each time you start browsing , as opposed to other V.P.N. apps that require you to start them up manually . This matters, because even if you decide you want a V.P.N. app, you want to spend approximately zero time thinking about it. For the most part, _ was true of Hotspot Shield, though occasionally it took a while to connect or temporarily lost connection without warning. I found myself having to turn the app on and off sometimes, which involved setting my phone constantly. If even reading about the setting on your phone drives you crazy, then it is probably best to stay away from a V.P.N. app. But if you're the type who can't resist checking your bank balance from your comer bar, the hassle may be preferable to the risk. Which of the following can warn you against the insecure network?
|
[
"Android",
"V.P.N.",
"Lookout",
"Find My iPhone"
] | 2C
|
|
Security--for the information on your smartphone, as well as for the phone itself---is a hot topic these days. The truth is that you're packing a lot of sensitive information on your phone, and you should keep it safe. When it comes to physical security, iPhone users would do well to download Find My iPhone, a free app from Apple that allows you to visit a website and see your (lost, stolen or misplaced) phone on the map. You can then sound an alarm, send a message that will pop up on its screen, lock the phone or erase all your data. Android does not have an exact equivalent , but there are plenty of alternatives. A free app called Lookout offers the find-my-phone feature. The paid version allows you to wipe the data from your phone remotely. Then there is your coffee shop's WiFi network. Anyone with minimal technical expert skill can snoop on people using shared wireless networks, harvesting passwords and other personal data. Lookout's apps will caution you when you've logged on to an insecure network, but cannot protect you once you're there. In order to protect yourself on such networks, you can use a virtual private network, or V.P.N. This turns all your activity into nonsense to anyone trying to read along with you from across the Starbucks. It also keeps websites from tracking you and, if you're traveling, allows you to get access to sites that may be blocked in other countries. If you have an iPhone, the simplest V.P.N. app is probably Hotspot Shield, whose distinguishing feature is said to be that it automatically kicks in each time you start browsing , as opposed to other V.P.N. apps that require you to start them up manually . This matters, because even if you decide you want a V.P.N. app, you want to spend approximately zero time thinking about it. For the most part, _ was true of Hotspot Shield, though occasionally it took a while to connect or temporarily lost connection without warning. I found myself having to turn the app on and off sometimes, which involved setting my phone constantly. If even reading about the setting on your phone drives you crazy, then it is probably best to stay away from a V.P.N. app. But if you're the type who can't resist checking your bank balance from your comer bar, the hassle may be preferable to the risk. By using V.P.N., users can _ .
|
[
"find their lost phone on the Internet",
"remove all the data form the phone remotely",
"check the bank balance now and then",
"save their browsing from being tracked"
] | 3D
|
|
Dear Mr. Barton, I am writing for the _ to inform you of our feelings about your act. We've really had enough of you. Although we have tried to speak to you politely on several occasions, you have always answered with a stream of verbal abuse . Ever since you moved in three months ago, you have shown very little consideration for the other residents of this building, though many residents expressed their unhappiness with you. For the past six weekends, you have held very noisy parties, which have not finished until early the next morning. As you know, most of the people here are elderly or have very young children, and the noise keeps them awake all night. You don't have to be so noisy, do you? Last weekend the situation _ when two of your friends fought with each other on the first floor. The fighting was so bad that the police had to be called. What's more, your friends left the stairs in a terrible state --- they even broke two windows on their way out! We feel that we can't bear this type of act. We strongly demand that you pay for this damage to the window soon. If you don't and you carry on being a nuisance . We will kick you out! Legal steps will be taken if necessary. Yours sincerely What does the writer feel?
|
[
"Excited",
"surprised",
"Angry",
"Happy"
] | 2C
|
|
Dear Mr. Barton, I am writing for the _ to inform you of our feelings about your act. We've really had enough of you. Although we have tried to speak to you politely on several occasions, you have always answered with a stream of verbal abuse . Ever since you moved in three months ago, you have shown very little consideration for the other residents of this building, though many residents expressed their unhappiness with you. For the past six weekends, you have held very noisy parties, which have not finished until early the next morning. As you know, most of the people here are elderly or have very young children, and the noise keeps them awake all night. You don't have to be so noisy, do you? Last weekend the situation _ when two of your friends fought with each other on the first floor. The fighting was so bad that the police had to be called. What's more, your friends left the stairs in a terrible state --- they even broke two windows on their way out! We feel that we can't bear this type of act. We strongly demand that you pay for this damage to the window soon. If you don't and you carry on being a nuisance . We will kick you out! Legal steps will be taken if necessary. Yours sincerely What does the word " _ " mean?
|
[
"Changed",
"Improved",
"Moved",
"Worsened"
] | 3D
|
|
Dear Mr. Barton, I am writing for the _ to inform you of our feelings about your act. We've really had enough of you. Although we have tried to speak to you politely on several occasions, you have always answered with a stream of verbal abuse . Ever since you moved in three months ago, you have shown very little consideration for the other residents of this building, though many residents expressed their unhappiness with you. For the past six weekends, you have held very noisy parties, which have not finished until early the next morning. As you know, most of the people here are elderly or have very young children, and the noise keeps them awake all night. You don't have to be so noisy, do you? Last weekend the situation _ when two of your friends fought with each other on the first floor. The fighting was so bad that the police had to be called. What's more, your friends left the stairs in a terrible state --- they even broke two windows on their way out! We feel that we can't bear this type of act. We strongly demand that you pay for this damage to the window soon. If you don't and you carry on being a nuisance . We will kick you out! Legal steps will be taken if necessary. Yours sincerely What is the main purpose of the letter?
|
[
"To ask Mr. Barton to leave the building for the peace.",
"To inform Mr. Barton of the noise he made.",
"To talk about what Mr. Barton did.",
"To give a warning to Mr. Barton."
] | 3D
|
|
Dear Mr. Barton, I am writing for the _ to inform you of our feelings about your act. We've really had enough of you. Although we have tried to speak to you politely on several occasions, you have always answered with a stream of verbal abuse . Ever since you moved in three months ago, you have shown very little consideration for the other residents of this building, though many residents expressed their unhappiness with you. For the past six weekends, you have held very noisy parties, which have not finished until early the next morning. As you know, most of the people here are elderly or have very young children, and the noise keeps them awake all night. You don't have to be so noisy, do you? Last weekend the situation _ when two of your friends fought with each other on the first floor. The fighting was so bad that the police had to be called. What's more, your friends left the stairs in a terrible state --- they even broke two windows on their way out! We feel that we can't bear this type of act. We strongly demand that you pay for this damage to the window soon. If you don't and you carry on being a nuisance . We will kick you out! Legal steps will be taken if necessary. Yours sincerely Why were the police called?
|
[
"Because Mr. Barton broke two windows.",
"Because Mr. Barton made too much noise.",
"Because Mr. Barton's friends fought.",
"Because Mr. Barton beat a child and an old man."
] | 2C
|
|
Dear Mr. Barton, I am writing for the _ to inform you of our feelings about your act. We've really had enough of you. Although we have tried to speak to you politely on several occasions, you have always answered with a stream of verbal abuse . Ever since you moved in three months ago, you have shown very little consideration for the other residents of this building, though many residents expressed their unhappiness with you. For the past six weekends, you have held very noisy parties, which have not finished until early the next morning. As you know, most of the people here are elderly or have very young children, and the noise keeps them awake all night. You don't have to be so noisy, do you? Last weekend the situation _ when two of your friends fought with each other on the first floor. The fighting was so bad that the police had to be called. What's more, your friends left the stairs in a terrible state --- they even broke two windows on their way out! We feel that we can't bear this type of act. We strongly demand that you pay for this damage to the window soon. If you don't and you carry on being a nuisance . We will kick you out! Legal steps will be taken if necessary. Yours sincerely What is true according to the letter?
|
[
"Mr. Barton paid no attention to the others' unhappiness.",
"Mr. Barton never replied to the others' unhappiness",
"Mr. Barton always said sorry to those unhappy with him.",
"Mr. Barton never apologized to the other residents."
] | 0A
|
|
International Studies (BA) Key features *Recognizes the "global community" * Has close connections with practical research * Much of the teaching is done in small discussion groups About the course The course gives you chances to know great power politics between nation states. It will provide more space to study particular issues such as relationship among countries in the European Union, third world debt, local and international disagreement, and the work of such international bodies as the United Nations, the European Union, NATO, and the World Bank. The course puts theories into the working of the international system with close attention to particular countries. You will also have a better knowledge of methods of solving the international problems. Related courses *BA (Hons) Community Management * BA (Hons) Public Policy and Management Employment possibilities *International organizations * International business Earth Science (BSc) Key features * Based on key courses and the latest research findings *Pays much attention to practical skills *Offers chances for fieldwork About the course The demand for natural resources is becoming an increasingly serious problem for the future of mankind. Graduates in Earth Science will play an important role in meeting this demand, and in knowing the meaning of using the natural resources. The course covers geography and geology. You will carry out fieldwork in the UK and possibly overseas, and a research in an area of interest to you in the final year. Related courses BSc (Hons) Geography; BSc (Hons) Geology Employment possibilities Mineral , oil, water or other related engineering industries. International Studies is a course in _
|
[
"international politics",
"international business",
"international systems",
"international bodies"
] | 0A
|
|
International Studies (BA) Key features *Recognizes the "global community" * Has close connections with practical research * Much of the teaching is done in small discussion groups About the course The course gives you chances to know great power politics between nation states. It will provide more space to study particular issues such as relationship among countries in the European Union, third world debt, local and international disagreement, and the work of such international bodies as the United Nations, the European Union, NATO, and the World Bank. The course puts theories into the working of the international system with close attention to particular countries. You will also have a better knowledge of methods of solving the international problems. Related courses *BA (Hons) Community Management * BA (Hons) Public Policy and Management Employment possibilities *International organizations * International business Earth Science (BSc) Key features * Based on key courses and the latest research findings *Pays much attention to practical skills *Offers chances for fieldwork About the course The demand for natural resources is becoming an increasingly serious problem for the future of mankind. Graduates in Earth Science will play an important role in meeting this demand, and in knowing the meaning of using the natural resources. The course covers geography and geology. You will carry out fieldwork in the UK and possibly overseas, and a research in an area of interest to you in the final year. Related courses BSc (Hons) Geography; BSc (Hons) Geology Employment possibilities Mineral , oil, water or other related engineering industries. After taking the course of International Studies, the students will _ .
|
[
"become practical and open-minded",
"have a greater ability to discuss theories",
"know how to settle international problems",
"have good jobs in any international organizations"
] | 2C
|
|
International Studies (BA) Key features *Recognizes the "global community" * Has close connections with practical research * Much of the teaching is done in small discussion groups About the course The course gives you chances to know great power politics between nation states. It will provide more space to study particular issues such as relationship among countries in the European Union, third world debt, local and international disagreement, and the work of such international bodies as the United Nations, the European Union, NATO, and the World Bank. The course puts theories into the working of the international system with close attention to particular countries. You will also have a better knowledge of methods of solving the international problems. Related courses *BA (Hons) Community Management * BA (Hons) Public Policy and Management Employment possibilities *International organizations * International business Earth Science (BSc) Key features * Based on key courses and the latest research findings *Pays much attention to practical skills *Offers chances for fieldwork About the course The demand for natural resources is becoming an increasingly serious problem for the future of mankind. Graduates in Earth Science will play an important role in meeting this demand, and in knowing the meaning of using the natural resources. The course covers geography and geology. You will carry out fieldwork in the UK and possibly overseas, and a research in an area of interest to you in the final year. Related courses BSc (Hons) Geography; BSc (Hons) Geology Employment possibilities Mineral , oil, water or other related engineering industries. Earth Science, as described in the second text, _ .
|
[
"is attractive because of the chances for fieldwork",
"pays more attention to practical skills than theories",
"is built on important courses and the results of recent studies",
"encourages students to play a role in using natural resources"
] | 2C
|
|
International Studies (BA) Key features *Recognizes the "global community" * Has close connections with practical research * Much of the teaching is done in small discussion groups About the course The course gives you chances to know great power politics between nation states. It will provide more space to study particular issues such as relationship among countries in the European Union, third world debt, local and international disagreement, and the work of such international bodies as the United Nations, the European Union, NATO, and the World Bank. The course puts theories into the working of the international system with close attention to particular countries. You will also have a better knowledge of methods of solving the international problems. Related courses *BA (Hons) Community Management * BA (Hons) Public Policy and Management Employment possibilities *International organizations * International business Earth Science (BSc) Key features * Based on key courses and the latest research findings *Pays much attention to practical skills *Offers chances for fieldwork About the course The demand for natural resources is becoming an increasingly serious problem for the future of mankind. Graduates in Earth Science will play an important role in meeting this demand, and in knowing the meaning of using the natural resources. The course covers geography and geology. You will carry out fieldwork in the UK and possibly overseas, and a research in an area of interest to you in the final year. Related courses BSc (Hons) Geography; BSc (Hons) Geology Employment possibilities Mineral , oil, water or other related engineering industries. It can be inferred that the above two texts are written for the students who _ .
|
[
"enjoy research work",
"plan to choose courses",
"study in the UK",
"are interested in overseas fieldwork"
] | 1B
|
|
When we give our kids holiday gifts, many of us can't wait to hear their appreciative cries of"thank you!"once the wrapping gets ripped off. But here's a tip: You'd be wise not to expect much gratitude from them for what they receive. Gratitude can make us happier, healthier, and even fitter. But do the kids show their gratitude for the stuff we buy them? All the research I've done has convinced me that it won't happen. One mom told me that when she asked her 16-year-old son to thank her for buying him a cellphone, he said, "But that's what moms should do." From a teenager's angle, it's a parent's responsibility to take care of the family. According to Dunham, Yale's assistant professor of psychology, "When teenagers code it that way, a gift is no longer something given freely and voluntarily"--it's just mom and dad living up to their obligation. Parents do have the right to demand good manners and children should thank sincerely whoever gives them something. But kids can't know how blessed they are unless they have a basis for comparison. And they don't learn that by a parent complaining that they're ungrateful. We need to give our children the gift of a wider world view. Show by example that gratitude isn't aboutstuff--which ultimately can't make any of us happy anyway.It's about realizing how lucky you are and paying your good fortune forward. You can collect all the charitable appeals and sit down together with the kids to go through them. You set the budget for giving and the kids decide how it's distributed. Once the conversation about gratitude gets started, it's much easier to continue all year. Also you can set up a family routine at bedtime where kids describe three things that have made them grateful. When kids go off to college, you can text them a picture each week of something that inspires your appreciation. Teaching children to focus on the positive and appreciate the good in their lives is perhaps the greatest gift we can give them. And we can all learn together that the things that really matter aren't on sale at a department store. How do children respond when receiving gifts from their parents?
|
[
"They show no interest in their parents' gifts.",
"They can't wait to open their parents' gifts.",
"They show much gratitude to their parents for the gifts.",
"They take their parents' gifts for granted."
] | 3D
|
|
When we give our kids holiday gifts, many of us can't wait to hear their appreciative cries of"thank you!"once the wrapping gets ripped off. But here's a tip: You'd be wise not to expect much gratitude from them for what they receive. Gratitude can make us happier, healthier, and even fitter. But do the kids show their gratitude for the stuff we buy them? All the research I've done has convinced me that it won't happen. One mom told me that when she asked her 16-year-old son to thank her for buying him a cellphone, he said, "But that's what moms should do." From a teenager's angle, it's a parent's responsibility to take care of the family. According to Dunham, Yale's assistant professor of psychology, "When teenagers code it that way, a gift is no longer something given freely and voluntarily"--it's just mom and dad living up to their obligation. Parents do have the right to demand good manners and children should thank sincerely whoever gives them something. But kids can't know how blessed they are unless they have a basis for comparison. And they don't learn that by a parent complaining that they're ungrateful. We need to give our children the gift of a wider world view. Show by example that gratitude isn't aboutstuff--which ultimately can't make any of us happy anyway.It's about realizing how lucky you are and paying your good fortune forward. You can collect all the charitable appeals and sit down together with the kids to go through them. You set the budget for giving and the kids decide how it's distributed. Once the conversation about gratitude gets started, it's much easier to continue all year. Also you can set up a family routine at bedtime where kids describe three things that have made them grateful. When kids go off to college, you can text them a picture each week of something that inspires your appreciation. Teaching children to focus on the positive and appreciate the good in their lives is perhaps the greatest gift we can give them. And we can all learn together that the things that really matter aren't on sale at a department store. To make children grateful for what they have, parents should _ .
|
[
"live up to their obligation",
"ask their children to have good manners",
"teach their children by setting an example",
"complain their children are ungrateful"
] | 2C
|
|
When we give our kids holiday gifts, many of us can't wait to hear their appreciative cries of"thank you!"once the wrapping gets ripped off. But here's a tip: You'd be wise not to expect much gratitude from them for what they receive. Gratitude can make us happier, healthier, and even fitter. But do the kids show their gratitude for the stuff we buy them? All the research I've done has convinced me that it won't happen. One mom told me that when she asked her 16-year-old son to thank her for buying him a cellphone, he said, "But that's what moms should do." From a teenager's angle, it's a parent's responsibility to take care of the family. According to Dunham, Yale's assistant professor of psychology, "When teenagers code it that way, a gift is no longer something given freely and voluntarily"--it's just mom and dad living up to their obligation. Parents do have the right to demand good manners and children should thank sincerely whoever gives them something. But kids can't know how blessed they are unless they have a basis for comparison. And they don't learn that by a parent complaining that they're ungrateful. We need to give our children the gift of a wider world view. Show by example that gratitude isn't aboutstuff--which ultimately can't make any of us happy anyway.It's about realizing how lucky you are and paying your good fortune forward. You can collect all the charitable appeals and sit down together with the kids to go through them. You set the budget for giving and the kids decide how it's distributed. Once the conversation about gratitude gets started, it's much easier to continue all year. Also you can set up a family routine at bedtime where kids describe three things that have made them grateful. When kids go off to college, you can text them a picture each week of something that inspires your appreciation. Teaching children to focus on the positive and appreciate the good in their lives is perhaps the greatest gift we can give them. And we can all learn together that the things that really matter aren't on sale at a department store. What's the purpose of the author writing this text?
|
[
"To explain the reason why children offer no gratitude to their parents.",
"To give advice to parents on how to help children develop gratitude.",
"To encourage parents to do things together with their children.",
"To remind parents of their responsibility to educate their children."
] | 1B
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|
For the Travel section, writers and editors selected special items to profile from a dozen cities. Brussels: Chocolate. Nearly half the chocolate consumed in the world is eaten in Europe, and Belgium--with average consumption of 14.99 pounds per person a year--certainly covers its fair share. While Brussels, the country's capital, is home to hundreds of chocolate makers, what makes a visit necessary is the rich heritage of traditional chocolate makers. Budapest: Paprika The job of preparing Hungarian paprika was once considered too dangerous for mothers to do. A woman who touched her children upon returning from work risked burning them, so only the elderly and unmarried were allowed the delicate task of separating the skin from the flesh. But by the early 20thcentury, sweeter varieties and a machine turned paprika into a common feature of all Hungarian cuisine. Lisbon: Tiles Is there a bluer country than Portugal? The blue sky and Atlantic Ocean embrace the land. The blue moods of Fado, the dark folk music, form the national soundtrack. And all across Portugal, the typically--blue designs of azulejos--ceramic tiles--are spread across churches, castles, palaces, university halls, parks. The result is a beautiful land of Christian saints, Portuguese kings, historical glories, aristocrats at leisure, seascapes and so on. Madrid: Guitars Walking into one the Madrid's storied guitar makers' workshops can feel like stepping into the past. Curly wood shavings, from the palest pine to ebony, fall onto the floor as artisans turn some humble wood into works of art. It's painstaking work--all done by hand--with classical guitar models and the methods of making them changing little over the last century. What does the job of preparing Hungarian paprika suggest?
|
[
"The popularity of Hungarian peppers.",
"The difficult of processing peppers.",
"The unique tradition in Budapest.",
"The hot level of Hungarian peppers."
] | 3D
|
|
For the Travel section, writers and editors selected special items to profile from a dozen cities. Brussels: Chocolate. Nearly half the chocolate consumed in the world is eaten in Europe, and Belgium--with average consumption of 14.99 pounds per person a year--certainly covers its fair share. While Brussels, the country's capital, is home to hundreds of chocolate makers, what makes a visit necessary is the rich heritage of traditional chocolate makers. Budapest: Paprika The job of preparing Hungarian paprika was once considered too dangerous for mothers to do. A woman who touched her children upon returning from work risked burning them, so only the elderly and unmarried were allowed the delicate task of separating the skin from the flesh. But by the early 20thcentury, sweeter varieties and a machine turned paprika into a common feature of all Hungarian cuisine. Lisbon: Tiles Is there a bluer country than Portugal? The blue sky and Atlantic Ocean embrace the land. The blue moods of Fado, the dark folk music, form the national soundtrack. And all across Portugal, the typically--blue designs of azulejos--ceramic tiles--are spread across churches, castles, palaces, university halls, parks. The result is a beautiful land of Christian saints, Portuguese kings, historical glories, aristocrats at leisure, seascapes and so on. Madrid: Guitars Walking into one the Madrid's storied guitar makers' workshops can feel like stepping into the past. Curly wood shavings, from the palest pine to ebony, fall onto the floor as artisans turn some humble wood into works of art. It's painstaking work--all done by hand--with classical guitar models and the methods of making them changing little over the last century. Which city can be a splendid setting for a film?
|
[
"Brussels.",
"Budapest.",
"Lisbon.",
"Madrid."
] | 2C
|
|
For the Travel section, writers and editors selected special items to profile from a dozen cities. Brussels: Chocolate. Nearly half the chocolate consumed in the world is eaten in Europe, and Belgium--with average consumption of 14.99 pounds per person a year--certainly covers its fair share. While Brussels, the country's capital, is home to hundreds of chocolate makers, what makes a visit necessary is the rich heritage of traditional chocolate makers. Budapest: Paprika The job of preparing Hungarian paprika was once considered too dangerous for mothers to do. A woman who touched her children upon returning from work risked burning them, so only the elderly and unmarried were allowed the delicate task of separating the skin from the flesh. But by the early 20thcentury, sweeter varieties and a machine turned paprika into a common feature of all Hungarian cuisine. Lisbon: Tiles Is there a bluer country than Portugal? The blue sky and Atlantic Ocean embrace the land. The blue moods of Fado, the dark folk music, form the national soundtrack. And all across Portugal, the typically--blue designs of azulejos--ceramic tiles--are spread across churches, castles, palaces, university halls, parks. The result is a beautiful land of Christian saints, Portuguese kings, historical glories, aristocrats at leisure, seascapes and so on. Madrid: Guitars Walking into one the Madrid's storied guitar makers' workshops can feel like stepping into the past. Curly wood shavings, from the palest pine to ebony, fall onto the floor as artisans turn some humble wood into works of art. It's painstaking work--all done by hand--with classical guitar models and the methods of making them changing little over the last century. What's the similarity of the four items?
|
[
"They're all treasures of a city.",
"They all date back several centuries.",
"Their production processes are all painstaking.",
"They all win popularity in most European countries."
] | 0A
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|
"No, no, no, dear, I want that wrapped in red paper." A middle-aged woman came through my line and talked to me as if my IQ were that of a grade school kid. When I first started working, it was simply a way to decrease the time I spent at home and make my parents happy. I never thought that a year and a half later, I would still be at Marshalls, waiting for this woman to get through my line. I smiled and said, "Oh, that's no problem." She bent over the counter to look at the computer and made sure I was doing my job correctly. Her sweater grazed my hand and she smiled like she meant well. I wanted to roll my eyes but instead I just smiled. Ever since I started working here, I've tried not to let people like her get to me. And forget judging a book by its cover, because I have been proved wrong time and time again. The wealthy middle-aged women were far ruder than the teenage boys. At first, I was constantly surprised. Now, I tried not to even guess how the person coming near my line was going to act, because it was never the way I imagine. I never expected people to be so rude and at the same time nice. But for every rude person I saw, at least five pleasant customers came through my line. "Here you go," I handed the woman her receipt and hoped her $5 wine glass was wrapped to her liking. "Have a nice day!" I said. And just as I thought I was fed up, the next customer came through. "She had about one more minute and I was going to tell her to get out of line," she whispered to me with a smile. Why did the writer work at Marshalls?
|
[
"To have more time to go out.",
"To make money for the family.",
"To find a way to be happy.",
"To improve her IQ on doing business."
] | 0A
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|
"No, no, no, dear, I want that wrapped in red paper." A middle-aged woman came through my line and talked to me as if my IQ were that of a grade school kid. When I first started working, it was simply a way to decrease the time I spent at home and make my parents happy. I never thought that a year and a half later, I would still be at Marshalls, waiting for this woman to get through my line. I smiled and said, "Oh, that's no problem." She bent over the counter to look at the computer and made sure I was doing my job correctly. Her sweater grazed my hand and she smiled like she meant well. I wanted to roll my eyes but instead I just smiled. Ever since I started working here, I've tried not to let people like her get to me. And forget judging a book by its cover, because I have been proved wrong time and time again. The wealthy middle-aged women were far ruder than the teenage boys. At first, I was constantly surprised. Now, I tried not to even guess how the person coming near my line was going to act, because it was never the way I imagine. I never expected people to be so rude and at the same time nice. But for every rude person I saw, at least five pleasant customers came through my line. "Here you go," I handed the woman her receipt and hoped her $5 wine glass was wrapped to her liking. "Have a nice day!" I said. And just as I thought I was fed up, the next customer came through. "She had about one more minute and I was going to tell her to get out of line," she whispered to me with a smile. What surprised the writer in her work at first?
|
[
"The rich customers behaved themselves well.",
"The young boys could be both rude and nice.",
"Some rich women customers were more impolite.",
"Wealthy women are pleasant customers."
] | 2C
|
|
"No, no, no, dear, I want that wrapped in red paper." A middle-aged woman came through my line and talked to me as if my IQ were that of a grade school kid. When I first started working, it was simply a way to decrease the time I spent at home and make my parents happy. I never thought that a year and a half later, I would still be at Marshalls, waiting for this woman to get through my line. I smiled and said, "Oh, that's no problem." She bent over the counter to look at the computer and made sure I was doing my job correctly. Her sweater grazed my hand and she smiled like she meant well. I wanted to roll my eyes but instead I just smiled. Ever since I started working here, I've tried not to let people like her get to me. And forget judging a book by its cover, because I have been proved wrong time and time again. The wealthy middle-aged women were far ruder than the teenage boys. At first, I was constantly surprised. Now, I tried not to even guess how the person coming near my line was going to act, because it was never the way I imagine. I never expected people to be so rude and at the same time nice. But for every rude person I saw, at least five pleasant customers came through my line. "Here you go," I handed the woman her receipt and hoped her $5 wine glass was wrapped to her liking. "Have a nice day!" I said. And just as I thought I was fed up, the next customer came through. "She had about one more minute and I was going to tell her to get out of line," she whispered to me with a smile. It can be inferred that the middle-aged woman _ .
|
[
"admired the writer for the good service",
"was a customer easy to deal with",
"had patience to do the shopping",
"cared much about the wrapping of goods"
] | 3D
|
|
"No, no, no, dear, I want that wrapped in red paper." A middle-aged woman came through my line and talked to me as if my IQ were that of a grade school kid. When I first started working, it was simply a way to decrease the time I spent at home and make my parents happy. I never thought that a year and a half later, I would still be at Marshalls, waiting for this woman to get through my line. I smiled and said, "Oh, that's no problem." She bent over the counter to look at the computer and made sure I was doing my job correctly. Her sweater grazed my hand and she smiled like she meant well. I wanted to roll my eyes but instead I just smiled. Ever since I started working here, I've tried not to let people like her get to me. And forget judging a book by its cover, because I have been proved wrong time and time again. The wealthy middle-aged women were far ruder than the teenage boys. At first, I was constantly surprised. Now, I tried not to even guess how the person coming near my line was going to act, because it was never the way I imagine. I never expected people to be so rude and at the same time nice. But for every rude person I saw, at least five pleasant customers came through my line. "Here you go," I handed the woman her receipt and hoped her $5 wine glass was wrapped to her liking. "Have a nice day!" I said. And just as I thought I was fed up, the next customer came through. "She had about one more minute and I was going to tell her to get out of line," she whispered to me with a smile. What the next customer said implied that _ .
|
[
"she was angry with the middle-aged woman",
"she couldn't wait one more minute in line",
"she would drive the middle-aged woman away",
"she might get out of the line for a while"
] | 0A
|
|
Last week Adele's second album, 21, sold 257,000 copies in the UK, a sales figure that would look incredible as an opening sales week for any album by any global superstar. The fact that the album was celebrating its 10th week at No.1, and that each of the previous nine weeks it had sold over 100,000 copies, makes what Adele has achieved look miraculous. The last female singer to spend that long at No.1 in the UK was Madonna in 1990 with her greatest hits compilation, The Immaculate Collection. For Adele, the success of 21 is part of a perfect storm of talent, timing and a connection that went beyond gender, age and credibility. But what does it say about the state of the music industry? Does Adele's success signal a return to the MOR musical depression, when the likes of James Blunt dominated the charts? Her success may well lead to a great many similar acts aiming for an MOR audience, but that's more the fault of an industry desperate to recreate any kind of success by creating poor copies until the world shouts "stop now". What seems to have set Adele apart is her apparent ordinariness, besides that incredible voice. While Gaga parades around in a dress made of meat and Beyonce orbits a world out of touch to the majority of most human beings, Adele's chain-smoking, girl-you'd-like-to-go-to-the-pub-with persona stands out. Even for a British act, her ordinariness goes against trend, with fellow Jessie J adopting a very American habit of over-emoting, talking about a "journey" and making the idea of being a pop star seem fairly difficult. It's this universality and broad appeal that's helped her translate talent into sales. While the first single from 21, Rolling in the Deep, appealed to Radio 1 listeners and bloggers, the second single, Someone Like You, is so successful that silenced the grand O2 Arena during this year's Brit Awards. The press can write pages and pages in that there's enough of a connection of musicians - Rick Rubin worked on the album, there's a cover of the Cure, Mumford & Sons were an influence - while the gossip magazines have been excited by the fact that the album is one long break-up record, eager to find the ex. In 1990, Madonna was a global superstar with a back catalogue of era-defining hits to her name. She was untouchable and, tellingly, unknowable. She was (and still is) a megastar, but a megastar of a different age. These days, we want to know a bit more about our artists; that they have relationship problems, walk their dog. Her selling point and appeal is precisely the fact that she exists at the point between everyday ordinariness and pop star. For now, Adele's success should be celebrated, especially for becoming an unlikely global star on her own terms. The danger is that we're headed for a lot of fairly boring pop, a situation that led to the "birth" of Gaga a few years back. Pop goes in cycles and it feels like we're headed back towards the very middle of MOR. Adele's achievement seems unbelievable for the reason that _ .
|
[
"the sales of her second album achieved an incredible success last week in the UK",
"her second album ranked first in a row with the incredible average sales per week",
"Madonna was the last female singer in the UK to stay at No. 1 as long as she did",
"she is such an ordinary singer with so fascinating a voice in the music industry"
] | 1B
|
|
Last week Adele's second album, 21, sold 257,000 copies in the UK, a sales figure that would look incredible as an opening sales week for any album by any global superstar. The fact that the album was celebrating its 10th week at No.1, and that each of the previous nine weeks it had sold over 100,000 copies, makes what Adele has achieved look miraculous. The last female singer to spend that long at No.1 in the UK was Madonna in 1990 with her greatest hits compilation, The Immaculate Collection. For Adele, the success of 21 is part of a perfect storm of talent, timing and a connection that went beyond gender, age and credibility. But what does it say about the state of the music industry? Does Adele's success signal a return to the MOR musical depression, when the likes of James Blunt dominated the charts? Her success may well lead to a great many similar acts aiming for an MOR audience, but that's more the fault of an industry desperate to recreate any kind of success by creating poor copies until the world shouts "stop now". What seems to have set Adele apart is her apparent ordinariness, besides that incredible voice. While Gaga parades around in a dress made of meat and Beyonce orbits a world out of touch to the majority of most human beings, Adele's chain-smoking, girl-you'd-like-to-go-to-the-pub-with persona stands out. Even for a British act, her ordinariness goes against trend, with fellow Jessie J adopting a very American habit of over-emoting, talking about a "journey" and making the idea of being a pop star seem fairly difficult. It's this universality and broad appeal that's helped her translate talent into sales. While the first single from 21, Rolling in the Deep, appealed to Radio 1 listeners and bloggers, the second single, Someone Like You, is so successful that silenced the grand O2 Arena during this year's Brit Awards. The press can write pages and pages in that there's enough of a connection of musicians - Rick Rubin worked on the album, there's a cover of the Cure, Mumford & Sons were an influence - while the gossip magazines have been excited by the fact that the album is one long break-up record, eager to find the ex. In 1990, Madonna was a global superstar with a back catalogue of era-defining hits to her name. She was untouchable and, tellingly, unknowable. She was (and still is) a megastar, but a megastar of a different age. These days, we want to know a bit more about our artists; that they have relationship problems, walk their dog. Her selling point and appeal is precisely the fact that she exists at the point between everyday ordinariness and pop star. For now, Adele's success should be celebrated, especially for becoming an unlikely global star on her own terms. The danger is that we're headed for a lot of fairly boring pop, a situation that led to the "birth" of Gaga a few years back. Pop goes in cycles and it feels like we're headed back towards the very middle of MOR. According to the author, the success of Adele's second album _ .
|
[
"to a large extent depends on her apparent talent for music",
"is because of her extraordinariness and the wonderful voice",
"lies in gift, timing and something beyond sex, age and trust",
"is largely due to the state of the music industry currently"
] | 2C
|
|
Last week Adele's second album, 21, sold 257,000 copies in the UK, a sales figure that would look incredible as an opening sales week for any album by any global superstar. The fact that the album was celebrating its 10th week at No.1, and that each of the previous nine weeks it had sold over 100,000 copies, makes what Adele has achieved look miraculous. The last female singer to spend that long at No.1 in the UK was Madonna in 1990 with her greatest hits compilation, The Immaculate Collection. For Adele, the success of 21 is part of a perfect storm of talent, timing and a connection that went beyond gender, age and credibility. But what does it say about the state of the music industry? Does Adele's success signal a return to the MOR musical depression, when the likes of James Blunt dominated the charts? Her success may well lead to a great many similar acts aiming for an MOR audience, but that's more the fault of an industry desperate to recreate any kind of success by creating poor copies until the world shouts "stop now". What seems to have set Adele apart is her apparent ordinariness, besides that incredible voice. While Gaga parades around in a dress made of meat and Beyonce orbits a world out of touch to the majority of most human beings, Adele's chain-smoking, girl-you'd-like-to-go-to-the-pub-with persona stands out. Even for a British act, her ordinariness goes against trend, with fellow Jessie J adopting a very American habit of over-emoting, talking about a "journey" and making the idea of being a pop star seem fairly difficult. It's this universality and broad appeal that's helped her translate talent into sales. While the first single from 21, Rolling in the Deep, appealed to Radio 1 listeners and bloggers, the second single, Someone Like You, is so successful that silenced the grand O2 Arena during this year's Brit Awards. The press can write pages and pages in that there's enough of a connection of musicians - Rick Rubin worked on the album, there's a cover of the Cure, Mumford & Sons were an influence - while the gossip magazines have been excited by the fact that the album is one long break-up record, eager to find the ex. In 1990, Madonna was a global superstar with a back catalogue of era-defining hits to her name. She was untouchable and, tellingly, unknowable. She was (and still is) a megastar, but a megastar of a different age. These days, we want to know a bit more about our artists; that they have relationship problems, walk their dog. Her selling point and appeal is precisely the fact that she exists at the point between everyday ordinariness and pop star. For now, Adele's success should be celebrated, especially for becoming an unlikely global star on her own terms. The danger is that we're headed for a lot of fairly boring pop, a situation that led to the "birth" of Gaga a few years back. Pop goes in cycles and it feels like we're headed back towards the very middle of MOR. Compared with other female pop stars, what does the author think of Adele?
|
[
"She stands out in a totally different way from Gaga and Beyonce.",
"She and Madonna are contemporary megastars in music.",
"Only she and Madonna spent that long at No.1 in the UK.",
"Jessie J and she both have an American habit of expressing themselves."
] | 0A
|
|
Last week Adele's second album, 21, sold 257,000 copies in the UK, a sales figure that would look incredible as an opening sales week for any album by any global superstar. The fact that the album was celebrating its 10th week at No.1, and that each of the previous nine weeks it had sold over 100,000 copies, makes what Adele has achieved look miraculous. The last female singer to spend that long at No.1 in the UK was Madonna in 1990 with her greatest hits compilation, The Immaculate Collection. For Adele, the success of 21 is part of a perfect storm of talent, timing and a connection that went beyond gender, age and credibility. But what does it say about the state of the music industry? Does Adele's success signal a return to the MOR musical depression, when the likes of James Blunt dominated the charts? Her success may well lead to a great many similar acts aiming for an MOR audience, but that's more the fault of an industry desperate to recreate any kind of success by creating poor copies until the world shouts "stop now". What seems to have set Adele apart is her apparent ordinariness, besides that incredible voice. While Gaga parades around in a dress made of meat and Beyonce orbits a world out of touch to the majority of most human beings, Adele's chain-smoking, girl-you'd-like-to-go-to-the-pub-with persona stands out. Even for a British act, her ordinariness goes against trend, with fellow Jessie J adopting a very American habit of over-emoting, talking about a "journey" and making the idea of being a pop star seem fairly difficult. It's this universality and broad appeal that's helped her translate talent into sales. While the first single from 21, Rolling in the Deep, appealed to Radio 1 listeners and bloggers, the second single, Someone Like You, is so successful that silenced the grand O2 Arena during this year's Brit Awards. The press can write pages and pages in that there's enough of a connection of musicians - Rick Rubin worked on the album, there's a cover of the Cure, Mumford & Sons were an influence - while the gossip magazines have been excited by the fact that the album is one long break-up record, eager to find the ex. In 1990, Madonna was a global superstar with a back catalogue of era-defining hits to her name. She was untouchable and, tellingly, unknowable. She was (and still is) a megastar, but a megastar of a different age. These days, we want to know a bit more about our artists; that they have relationship problems, walk their dog. Her selling point and appeal is precisely the fact that she exists at the point between everyday ordinariness and pop star. For now, Adele's success should be celebrated, especially for becoming an unlikely global star on her own terms. The danger is that we're headed for a lot of fairly boring pop, a situation that led to the "birth" of Gaga a few years back. Pop goes in cycles and it feels like we're headed back towards the very middle of MOR. What helped Adele successfully turned her gift of singing into sales?
|
[
"Her musical talent.",
"The joint work of musicians in the album.",
"Her incredible voice.",
"Her universality and broad appeal."
] | 3D
|
|
Last week Adele's second album, 21, sold 257,000 copies in the UK, a sales figure that would look incredible as an opening sales week for any album by any global superstar. The fact that the album was celebrating its 10th week at No.1, and that each of the previous nine weeks it had sold over 100,000 copies, makes what Adele has achieved look miraculous. The last female singer to spend that long at No.1 in the UK was Madonna in 1990 with her greatest hits compilation, The Immaculate Collection. For Adele, the success of 21 is part of a perfect storm of talent, timing and a connection that went beyond gender, age and credibility. But what does it say about the state of the music industry? Does Adele's success signal a return to the MOR musical depression, when the likes of James Blunt dominated the charts? Her success may well lead to a great many similar acts aiming for an MOR audience, but that's more the fault of an industry desperate to recreate any kind of success by creating poor copies until the world shouts "stop now". What seems to have set Adele apart is her apparent ordinariness, besides that incredible voice. While Gaga parades around in a dress made of meat and Beyonce orbits a world out of touch to the majority of most human beings, Adele's chain-smoking, girl-you'd-like-to-go-to-the-pub-with persona stands out. Even for a British act, her ordinariness goes against trend, with fellow Jessie J adopting a very American habit of over-emoting, talking about a "journey" and making the idea of being a pop star seem fairly difficult. It's this universality and broad appeal that's helped her translate talent into sales. While the first single from 21, Rolling in the Deep, appealed to Radio 1 listeners and bloggers, the second single, Someone Like You, is so successful that silenced the grand O2 Arena during this year's Brit Awards. The press can write pages and pages in that there's enough of a connection of musicians - Rick Rubin worked on the album, there's a cover of the Cure, Mumford & Sons were an influence - while the gossip magazines have been excited by the fact that the album is one long break-up record, eager to find the ex. In 1990, Madonna was a global superstar with a back catalogue of era-defining hits to her name. She was untouchable and, tellingly, unknowable. She was (and still is) a megastar, but a megastar of a different age. These days, we want to know a bit more about our artists; that they have relationship problems, walk their dog. Her selling point and appeal is precisely the fact that she exists at the point between everyday ordinariness and pop star. For now, Adele's success should be celebrated, especially for becoming an unlikely global star on her own terms. The danger is that we're headed for a lot of fairly boring pop, a situation that led to the "birth" of Gaga a few years back. Pop goes in cycles and it feels like we're headed back towards the very middle of MOR. The author thinks that the current musical trend in the UK is _ .
|
[
"satisfying",
"disappointing",
"dangerous",
"desperate"
] | 1B
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|
Do we think only with the brain? Hardly. The brain is like a telephone exchange. It is the switchboard, but not the whole system. Its function is to receive incoming signals, make proper connections, and send the messages through to their destination. For efficient service, the body must function as a whole. But where is the "mind"? Is it in the brain or perhaps in the nervous system? After all, can we say that the mind is in any particular place? It is not a thing, like a leg, or even the brain. It is a function, an activity. Aristotle, twenty-three hundred years ago, observed that the mind was to the body what cutting was to the ax. When the ax is not in use, there is no cutting. So it is with the mind. "Mind," said Charles H. Woolbert, "is what the body is doing." If this activity is necessary for thinking, it is also necessary for carrying thought from one person to another. Observe how people go about the business of ordinary conversation. If you have never done this carefully, you have a surprise in store, for good conversationalists are almost constantly in motion. Their heads are continually nodding and shaking sometimes so vigorously that you wonder how their necks can stand the strain. Even the legs and feet are active. As for the hands and arms, they are seldom still for more than a few seconds at a time. These people, remember, are not making speeches. They are only common people trying to make others understand what they have in mind. They are not conscious of movement. Their speech is not studies. They are just human creatures in a human environment, trying to adapt themselves to a social situation. Yet they converse, not only with oral language, but with visible actions that involve practically every muscle in the body. In short, because people really think all over, a speaker must talk all over if he succeeds in making people think. Which of the following is the best title for the passage?
|
[
"Bodily Communication",
"Spoken Language",
"Bodily Actions",
"Conversations"
] | 0A
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Do we think only with the brain? Hardly. The brain is like a telephone exchange. It is the switchboard, but not the whole system. Its function is to receive incoming signals, make proper connections, and send the messages through to their destination. For efficient service, the body must function as a whole. But where is the "mind"? Is it in the brain or perhaps in the nervous system? After all, can we say that the mind is in any particular place? It is not a thing, like a leg, or even the brain. It is a function, an activity. Aristotle, twenty-three hundred years ago, observed that the mind was to the body what cutting was to the ax. When the ax is not in use, there is no cutting. So it is with the mind. "Mind," said Charles H. Woolbert, "is what the body is doing." If this activity is necessary for thinking, it is also necessary for carrying thought from one person to another. Observe how people go about the business of ordinary conversation. If you have never done this carefully, you have a surprise in store, for good conversationalists are almost constantly in motion. Their heads are continually nodding and shaking sometimes so vigorously that you wonder how their necks can stand the strain. Even the legs and feet are active. As for the hands and arms, they are seldom still for more than a few seconds at a time. These people, remember, are not making speeches. They are only common people trying to make others understand what they have in mind. They are not conscious of movement. Their speech is not studies. They are just human creatures in a human environment, trying to adapt themselves to a social situation. Yet they converse, not only with oral language, but with visible actions that involve practically every muscle in the body. In short, because people really think all over, a speaker must talk all over if he succeeds in making people think. Which of the following statements would the author agree with?
|
[
"Thinking is a social phenomenon",
"Thinking is only a brain function",
"Thinking is a function of the nervous system",
"Thinking is the total sum of bodily activities"
] | 3D
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Do we think only with the brain? Hardly. The brain is like a telephone exchange. It is the switchboard, but not the whole system. Its function is to receive incoming signals, make proper connections, and send the messages through to their destination. For efficient service, the body must function as a whole. But where is the "mind"? Is it in the brain or perhaps in the nervous system? After all, can we say that the mind is in any particular place? It is not a thing, like a leg, or even the brain. It is a function, an activity. Aristotle, twenty-three hundred years ago, observed that the mind was to the body what cutting was to the ax. When the ax is not in use, there is no cutting. So it is with the mind. "Mind," said Charles H. Woolbert, "is what the body is doing." If this activity is necessary for thinking, it is also necessary for carrying thought from one person to another. Observe how people go about the business of ordinary conversation. If you have never done this carefully, you have a surprise in store, for good conversationalists are almost constantly in motion. Their heads are continually nodding and shaking sometimes so vigorously that you wonder how their necks can stand the strain. Even the legs and feet are active. As for the hands and arms, they are seldom still for more than a few seconds at a time. These people, remember, are not making speeches. They are only common people trying to make others understand what they have in mind. They are not conscious of movement. Their speech is not studies. They are just human creatures in a human environment, trying to adapt themselves to a social situation. Yet they converse, not only with oral language, but with visible actions that involve practically every muscle in the body. In short, because people really think all over, a speaker must talk all over if he succeeds in making people think. In communication, it is essential not only to employ speech, but also .
|
[
"to speak directly to the other person",
"to use the variety of bodily movements",
"to be certain that the other person is listening",
"to pay great attention to the other person's behavior"
] | 1B
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|
Do we think only with the brain? Hardly. The brain is like a telephone exchange. It is the switchboard, but not the whole system. Its function is to receive incoming signals, make proper connections, and send the messages through to their destination. For efficient service, the body must function as a whole. But where is the "mind"? Is it in the brain or perhaps in the nervous system? After all, can we say that the mind is in any particular place? It is not a thing, like a leg, or even the brain. It is a function, an activity. Aristotle, twenty-three hundred years ago, observed that the mind was to the body what cutting was to the ax. When the ax is not in use, there is no cutting. So it is with the mind. "Mind," said Charles H. Woolbert, "is what the body is doing." If this activity is necessary for thinking, it is also necessary for carrying thought from one person to another. Observe how people go about the business of ordinary conversation. If you have never done this carefully, you have a surprise in store, for good conversationalists are almost constantly in motion. Their heads are continually nodding and shaking sometimes so vigorously that you wonder how their necks can stand the strain. Even the legs and feet are active. As for the hands and arms, they are seldom still for more than a few seconds at a time. These people, remember, are not making speeches. They are only common people trying to make others understand what they have in mind. They are not conscious of movement. Their speech is not studies. They are just human creatures in a human environment, trying to adapt themselves to a social situation. Yet they converse, not only with oral language, but with visible actions that involve practically every muscle in the body. In short, because people really think all over, a speaker must talk all over if he succeeds in making people think. It can be inferred that the basic function of bodily activity in speech is to .
|
[
"make the listener feel emotional",
"make the description vivid",
"intensify the speaker's spoken words",
"carry the speaker's implied meaning to the listener"
] | 2C
|
|
Do we think only with the brain? Hardly. The brain is like a telephone exchange. It is the switchboard, but not the whole system. Its function is to receive incoming signals, make proper connections, and send the messages through to their destination. For efficient service, the body must function as a whole. But where is the "mind"? Is it in the brain or perhaps in the nervous system? After all, can we say that the mind is in any particular place? It is not a thing, like a leg, or even the brain. It is a function, an activity. Aristotle, twenty-three hundred years ago, observed that the mind was to the body what cutting was to the ax. When the ax is not in use, there is no cutting. So it is with the mind. "Mind," said Charles H. Woolbert, "is what the body is doing." If this activity is necessary for thinking, it is also necessary for carrying thought from one person to another. Observe how people go about the business of ordinary conversation. If you have never done this carefully, you have a surprise in store, for good conversationalists are almost constantly in motion. Their heads are continually nodding and shaking sometimes so vigorously that you wonder how their necks can stand the strain. Even the legs and feet are active. As for the hands and arms, they are seldom still for more than a few seconds at a time. These people, remember, are not making speeches. They are only common people trying to make others understand what they have in mind. They are not conscious of movement. Their speech is not studies. They are just human creatures in a human environment, trying to adapt themselves to a social situation. Yet they converse, not only with oral language, but with visible actions that involve practically every muscle in the body. In short, because people really think all over, a speaker must talk all over if he succeeds in making people think. Which of the following is TRUE?
|
[
"The brain is compared to a telephone exchange.",
"The mind is an activity of the nervous system.",
"Some people remain still while talking to others.",
"Many people move their bodies on purpose while talking."
] | 0A
|
|
"Homestay is a form of study abroad program. It allows the visitor to rent a room from a local family to better understand the local lifestyle. It also helps to improve the visitor's language ability," said a teacher during a school meeting last term. "Students who wish to learn more about foreign cultures or to get foreign experience should join this kind of holiday. I am sure you won't be disappointed." After this special meeting, I always thought about this kind of holiday. Last month, I had a chance at last to go on such a holiday with some of my schoolmates and we went to London, a place where I had wanted to go since years ago. As we were still young, we had a group leader who planned things for us and looked after us. After we got to London, we went to stay with different families. I was lucky that my host family was a white couple who had a daughter about my age. They treated me as a daughter of their family during my stay there. They were interested in me and I learnt a lot of things from them, too. The holiday was filled with activities every day. After breakfast, a local teacher would come to take us in his car. Then we would have classes or go on a sight-seeing trip to different places of interest like the Big Ben, the London Bridge, and the Buckingham Palace. We would go back to our own homes after the activities. The holiday was a valuable experience for me. I enjoyed every minute of it. Yet, time really flew fast. Three weeks later, we had to leave "home" for Hong Kong. In the "homestay" program, a visitor can _ .
|
[
"learn more about holidays",
"understand his culture better",
"improve the language ability",
"take part in foreign meetings"
] | 2C
|
|
"Homestay is a form of study abroad program. It allows the visitor to rent a room from a local family to better understand the local lifestyle. It also helps to improve the visitor's language ability," said a teacher during a school meeting last term. "Students who wish to learn more about foreign cultures or to get foreign experience should join this kind of holiday. I am sure you won't be disappointed." After this special meeting, I always thought about this kind of holiday. Last month, I had a chance at last to go on such a holiday with some of my schoolmates and we went to London, a place where I had wanted to go since years ago. As we were still young, we had a group leader who planned things for us and looked after us. After we got to London, we went to stay with different families. I was lucky that my host family was a white couple who had a daughter about my age. They treated me as a daughter of their family during my stay there. They were interested in me and I learnt a lot of things from them, too. The holiday was filled with activities every day. After breakfast, a local teacher would come to take us in his car. Then we would have classes or go on a sight-seeing trip to different places of interest like the Big Ben, the London Bridge, and the Buckingham Palace. We would go back to our own homes after the activities. The holiday was a valuable experience for me. I enjoyed every minute of it. Yet, time really flew fast. Three weeks later, we had to leave "home" for Hong Kong. The writer had wanted to visit London since _ .
|
[
"last month",
"a long time ago",
"the special meeting",
"her stay abroad"
] | 1B
|
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