Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
In terms of history, Australian cuisine was on the basis of traditional British cooking brought to the country by the first settlers.Modern Australian cuisine,however.has been heavily influenced by Australia' s Asian and Southeast Asian neighbors.The trend,encouraged by long-term government health programs,is towards low-fat healthy cookery including low-fat meat and lightly cooked,colorful,steamed or fried vegetables.Besides,1ike many English families,in many Australian homes,a widespread tradition of having roast turkey,chicken,and ham for Christmas 1unch or dinner still remains.
Generally breakfast is light in most parts of Australia.but in the colder regions porridge or meals similar to the full English breakfast may be consumed.In recent years,however,most Australian people prefer light breakfast in order to control their weight.The 1ight breakfast commonly consists of cereals ,toast and fruit.A heavier breakfast will frequently include fried bacon,eggs,mushrooms,etc.Drinks taken at breakfast include tea,coffee,milk or juice.
The evening meal is the main meal of the day for most Australians,and when consumed at home,it is often eaten with members of the _ .The dishes served will vary widely according to the tastes and background of the family.A typical Australian restaurant might offer sandwiches,chicken or other meat-based dishes and cakes.
In recent years,take--away food is becoming popular in Australia.American-style chain restaurants are common including Subway,KFC,and Mcdonald's.They a11 come from America.Most of these restaurants sell high quality food at reasonable prices.
With the high 1evels of immigration from the Middle East.South and Southeast Asia.Korea.China and other countries from a11 over the world to Australia.many authentic and high-quality restaurants are run by first-and second-generation immigrants from these areas.

<question>:
From the passage, we learn that  _  .

<options>:
A fewer and fewer immigrants enter Australia every year
B Subway is a chain restaurant and it is from the USA
C home cooking is becoming more and more popular in Australia
D a typical restaurant mainly offers porridge and noodles for supper

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
How's your relationship with your dad? It can be easy to let walls build up between you during the teen years. But by taking several simple steps, you can help improve the relationship between the two of you--even without great efforts. Here are a few quick tips.
Talk it out. Communication is key to any friendship. Open your mouth and let your dad know what's on your mind. Give him a chance to get to know you.
Listen up. Your dad's lived more life than you have. Believe it or not, he's probably been there and can help you get through the pressures and struggles. Ask how he dealt with school, girls or temptations  . Then pay attention.
Take some time. It can be hard for us kids to talk about what really matters. But spending time together can build the relationship, and create chances to talk. Go for a hike or a game. Work on the car. Whatever you're into, ask your dad to do it together.
Fight fair. Family disagreements are unavoidable.  _ , keep your mouth respectful and cool off before you say something bad. Talk it out when you can do so calmly.
Realize respect. Face it: your dad's been given authority   to help guide you as you know. He's going to make mistakes, but so are you. Forgive him when he blows it, and honor his decisions--even if you don't agree.

<question>:
The main purpose of the passage is to advise teenagers on how to   _  .

<options>:
A respect and obey their fathers
B communicate with their fathers
C ask their fathers for advice
D get along well with their fathers

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
How's your relationship with your dad? It can be easy to let walls build up between you during the teen years. But by taking several simple steps, you can help improve the relationship between the two of you--even without great efforts. Here are a few quick tips.
Talk it out. Communication is key to any friendship. Open your mouth and let your dad know what's on your mind. Give him a chance to get to know you.
Listen up. Your dad's lived more life than you have. Believe it or not, he's probably been there and can help you get through the pressures and struggles. Ask how he dealt with school, girls or temptations  . Then pay attention.
Take some time. It can be hard for us kids to talk about what really matters. But spending time together can build the relationship, and create chances to talk. Go for a hike or a game. Work on the car. Whatever you're into, ask your dad to do it together.
Fight fair. Family disagreements are unavoidable.  _ , keep your mouth respectful and cool off before you say something bad. Talk it out when you can do so calmly.
Realize respect. Face it: your dad's been given authority   to help guide you as you know. He's going to make mistakes, but so are you. Forgive him when he blows it, and honor his decisions--even if you don't agree.

<question>:
According to the writer,   _  .

<options>:
A fathers have the right to guide teenagers
B respect means never fighting with fathers
C disagreements can be avoided through efforts
D always keeping your mouth closed really matters

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
How's your relationship with your dad? It can be easy to let walls build up between you during the teen years. But by taking several simple steps, you can help improve the relationship between the two of you--even without great efforts. Here are a few quick tips.
Talk it out. Communication is key to any friendship. Open your mouth and let your dad know what's on your mind. Give him a chance to get to know you.
Listen up. Your dad's lived more life than you have. Believe it or not, he's probably been there and can help you get through the pressures and struggles. Ask how he dealt with school, girls or temptations  . Then pay attention.
Take some time. It can be hard for us kids to talk about what really matters. But spending time together can build the relationship, and create chances to talk. Go for a hike or a game. Work on the car. Whatever you're into, ask your dad to do it together.
Fight fair. Family disagreements are unavoidable.  _ , keep your mouth respectful and cool off before you say something bad. Talk it out when you can do so calmly.
Realize respect. Face it: your dad's been given authority   to help guide you as you know. He's going to make mistakes, but so are you. Forgive him when he blows it, and honor his decisions--even if you don't agree.

<question>:
"When temperatures rise" means  _  .

<options>:
A when it is too hot
B when teenagers have a fever
C when fathers fall ill
D when disagreements get worse

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
How's your relationship with your dad? It can be easy to let walls build up between you during the teen years. But by taking several simple steps, you can help improve the relationship between the two of you--even without great efforts. Here are a few quick tips.
Talk it out. Communication is key to any friendship. Open your mouth and let your dad know what's on your mind. Give him a chance to get to know you.
Listen up. Your dad's lived more life than you have. Believe it or not, he's probably been there and can help you get through the pressures and struggles. Ask how he dealt with school, girls or temptations  . Then pay attention.
Take some time. It can be hard for us kids to talk about what really matters. But spending time together can build the relationship, and create chances to talk. Go for a hike or a game. Work on the car. Whatever you're into, ask your dad to do it together.
Fight fair. Family disagreements are unavoidable.  _ , keep your mouth respectful and cool off before you say something bad. Talk it out when you can do so calmly.
Realize respect. Face it: your dad's been given authority   to help guide you as you know. He's going to make mistakes, but so are you. Forgive him when he blows it, and honor his decisions--even if you don't agree.

<question>:
From the passage we can infer that  _  .

<options>:
A fathers play an important role in teenagers' growth
B communication can prevent all the disagreements
C talking everything out at once always helps
D teenagers should never get angry with their fathers

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
The U.S. Department of Labor statistics  show that there is an oversupply of college trained workers and that this oversupply is increasing. Already there have been more than enough teachers, engineers, physicists, aerospace experts, and other specialists. Yet colleges and graduate schools continue every year to turn out highly trained people to compete for jobs that aren't there. The result is that graduates cannot enter the professions for which they were trained and must take temporary jobs which do not require a college degree.
On the other hand, there is a great need for skilled workers of all sorts: carpenters, electricians, mechanics, plumbers, TV repairmen. These people have more work than they can deal with, and their annual incomes are often higher than those of college graduates. The old gap that white --collar workers make a better living than blue collar workers no longer holds true. The law of supply and demand now favors the skilled workmen.
The reason for this situation is the traditional myth that college degree is a passport to a prosperous future. A large part of American society matches success in life equally with a college degree. Parents begin indoctrinating  their children with this myth before they are out of grade school. High school teachers play their part by acting as if high school education were a preparation for college rather than for life. Under this pressure the kids fall in line. Whether they want to go to college or not doesn't matter. Everybody should go to college, so of course they must go. And every year college enrollments  go up and up, and more and more graduates are overeducated for the kinds of jobs available to them.
One result of this emphasis on a college education is that _ . Of the sixty percent of high school graduates who enter college, half of them do not graduate with their class. Many of them drop out within the first year. Some struggle on for two or three years and then give up.

<question>:
It's implied but not stated in the passage that   _  .

<options>:
A many other countries are facing the same problem
B white-collar workers in the US used to make more money than blue-collar workers
C fewer students will prefer to go to college in the future
D the law of supply and demand has a strong effect on American higher education

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
The U.S. Department of Labor statistics  show that there is an oversupply of college trained workers and that this oversupply is increasing. Already there have been more than enough teachers, engineers, physicists, aerospace experts, and other specialists. Yet colleges and graduate schools continue every year to turn out highly trained people to compete for jobs that aren't there. The result is that graduates cannot enter the professions for which they were trained and must take temporary jobs which do not require a college degree.
On the other hand, there is a great need for skilled workers of all sorts: carpenters, electricians, mechanics, plumbers, TV repairmen. These people have more work than they can deal with, and their annual incomes are often higher than those of college graduates. The old gap that white --collar workers make a better living than blue collar workers no longer holds true. The law of supply and demand now favors the skilled workmen.
The reason for this situation is the traditional myth that college degree is a passport to a prosperous future. A large part of American society matches success in life equally with a college degree. Parents begin indoctrinating  their children with this myth before they are out of grade school. High school teachers play their part by acting as if high school education were a preparation for college rather than for life. Under this pressure the kids fall in line. Whether they want to go to college or not doesn't matter. Everybody should go to college, so of course they must go. And every year college enrollments  go up and up, and more and more graduates are overeducated for the kinds of jobs available to them.
One result of this emphasis on a college education is that _ . Of the sixty percent of high school graduates who enter college, half of them do not graduate with their class. Many of them drop out within the first year. Some struggle on for two or three years and then give up.

<question>:
Which of the following is NOT a reason why college enrollments go up every year?

<options>:
A Many people believe that the only way to success is a college education.
B Many parents want their children to go to college.
C High school teachers urge their students to go to college.
D Every young man and woman wants to go to college.

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
The U.S. Department of Labor statistics  show that there is an oversupply of college trained workers and that this oversupply is increasing. Already there have been more than enough teachers, engineers, physicists, aerospace experts, and other specialists. Yet colleges and graduate schools continue every year to turn out highly trained people to compete for jobs that aren't there. The result is that graduates cannot enter the professions for which they were trained and must take temporary jobs which do not require a college degree.
On the other hand, there is a great need for skilled workers of all sorts: carpenters, electricians, mechanics, plumbers, TV repairmen. These people have more work than they can deal with, and their annual incomes are often higher than those of college graduates. The old gap that white --collar workers make a better living than blue collar workers no longer holds true. The law of supply and demand now favors the skilled workmen.
The reason for this situation is the traditional myth that college degree is a passport to a prosperous future. A large part of American society matches success in life equally with a college degree. Parents begin indoctrinating  their children with this myth before they are out of grade school. High school teachers play their part by acting as if high school education were a preparation for college rather than for life. Under this pressure the kids fall in line. Whether they want to go to college or not doesn't matter. Everybody should go to college, so of course they must go. And every year college enrollments  go up and up, and more and more graduates are overeducated for the kinds of jobs available to them.
One result of this emphasis on a college education is that _ . Of the sixty percent of high school graduates who enter college, half of them do not graduate with their class. Many of them drop out within the first year. Some struggle on for two or three years and then give up.

<question>:
By saying that "many people go to college who do not belong there", the author means that   _  .

<options>:
A many people who are not fit for college education go to college
B many people who do not have enough money go to college
C many people who go to college drop out within the first year
D many people who go to college have their hopes destroyed

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
The U.S. Department of Labor statistics  show that there is an oversupply of college trained workers and that this oversupply is increasing. Already there have been more than enough teachers, engineers, physicists, aerospace experts, and other specialists. Yet colleges and graduate schools continue every year to turn out highly trained people to compete for jobs that aren't there. The result is that graduates cannot enter the professions for which they were trained and must take temporary jobs which do not require a college degree.
On the other hand, there is a great need for skilled workers of all sorts: carpenters, electricians, mechanics, plumbers, TV repairmen. These people have more work than they can deal with, and their annual incomes are often higher than those of college graduates. The old gap that white --collar workers make a better living than blue collar workers no longer holds true. The law of supply and demand now favors the skilled workmen.
The reason for this situation is the traditional myth that college degree is a passport to a prosperous future. A large part of American society matches success in life equally with a college degree. Parents begin indoctrinating  their children with this myth before they are out of grade school. High school teachers play their part by acting as if high school education were a preparation for college rather than for life. Under this pressure the kids fall in line. Whether they want to go to college or not doesn't matter. Everybody should go to college, so of course they must go. And every year college enrollments  go up and up, and more and more graduates are overeducated for the kinds of jobs available to them.
One result of this emphasis on a college education is that _ . Of the sixty percent of high school graduates who enter college, half of them do not graduate with their class. Many of them drop out within the first year. Some struggle on for two or three years and then give up.

<question>:
We can infer from the passage that the author believes that   _  .

<options>:
A every young man and woman should go to college
B college education is a bad thing
C people with a college education should receive higher pay
D fewer people should go to college while more should be trained for skilled jobs

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
An English saying goes: " _ " That means we should relax after a day's hard work or we'll be unhealthy.
Many students know that if they want to get ideal jobs with good salaries, they must do well in high school so they can enter good universities. Therefore, they spend all day studying without time to relax.
However, not all students can go to top universities even if they work very hard. Students are pressurized by parents and teachers who are just concerned about their studies and exam scores while ignoring their hobbies and individual differences. As a result, students are forces to work harder and harder. Furthermore, there is pressure coming from students themselves. They realize they have a slim chance of getting into a top university as competition is fierce. So, they put a lot of stress on themselves and stay in a nervous state day after day. If they keep it up,   they'll suffer illnesses; both psychological and physical.
What students need is relaxation. This doesn't mean that they should give up their ambitions and stop studying hard. It means "work while you work, play while you play". If you can do this, you will improve your health greatly. You'll feel yourself suddenly fresh, just like recovering from a terrible illness. You'll find that your studies are not a burden  anymore.

<question>:
What trouble have both the parents and teachers brought to the students?

<options>:
A They don't know how to let the students relax.
B They give too much burden for them to bear.
C They don't love those who work the hardest.
D They fail to understand what the students need most.

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
An English saying goes: " _ " That means we should relax after a day's hard work or we'll be unhealthy.
Many students know that if they want to get ideal jobs with good salaries, they must do well in high school so they can enter good universities. Therefore, they spend all day studying without time to relax.
However, not all students can go to top universities even if they work very hard. Students are pressurized by parents and teachers who are just concerned about their studies and exam scores while ignoring their hobbies and individual differences. As a result, students are forces to work harder and harder. Furthermore, there is pressure coming from students themselves. They realize they have a slim chance of getting into a top university as competition is fierce. So, they put a lot of stress on themselves and stay in a nervous state day after day. If they keep it up,   they'll suffer illnesses; both psychological and physical.
What students need is relaxation. This doesn't mean that they should give up their ambitions and stop studying hard. It means "work while you work, play while you play". If you can do this, you will improve your health greatly. You'll feel yourself suddenly fresh, just like recovering from a terrible illness. You'll find that your studies are not a burden  anymore.

<question>:
What causes the student' pressure from themselves?

<options>:
A That they don't know how to get top universities.
B That they want to relax but have no chance.
C That they fail to relax themselves during their work.
D That they think too much about the result of their work.

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
An English saying goes: " _ " That means we should relax after a day's hard work or we'll be unhealthy.
Many students know that if they want to get ideal jobs with good salaries, they must do well in high school so they can enter good universities. Therefore, they spend all day studying without time to relax.
However, not all students can go to top universities even if they work very hard. Students are pressurized by parents and teachers who are just concerned about their studies and exam scores while ignoring their hobbies and individual differences. As a result, students are forces to work harder and harder. Furthermore, there is pressure coming from students themselves. They realize they have a slim chance of getting into a top university as competition is fierce. So, they put a lot of stress on themselves and stay in a nervous state day after day. If they keep it up,   they'll suffer illnesses; both psychological and physical.
What students need is relaxation. This doesn't mean that they should give up their ambitions and stop studying hard. It means "work while you work, play while you play". If you can do this, you will improve your health greatly. You'll feel yourself suddenly fresh, just like recovering from a terrible illness. You'll find that your studies are not a burden  anymore.

<question>:
What is the passage mainly about?

<options>:
A What to do to relax yourself.
B The serous situation for the poor students.
C Some problems caused by the misunderstanding of learning.
D How to be a healthy and successful learner.

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
One of India's great economic advantages is the   youth of its population. To make the most of this advantage, India's children need to be educated. On paper, India is doing well here. The country has a nationwide network of state primary schools funded by a specially designed tax. 96% of children aged 6-14 go to school, even in rural areas. That's well above the average for the developing world and their attendance is good. But the attainment is poor: three quarters of third graders can't read a gradeone text and 53% of grade five kids can't read at the standard they should have achieved at grade two. Levels of achievement are almost as bad in math.
"The main problem in India is not school entry or whether there is a local school; it's the delivery of education, the way teaching is done or not done," says Vinati Sukhdev, the executive director of Pratham, a charity that campaigns for better education in India. And according to Ms. Sukhdev, the country's teachers are the thirdbestpaid in the world but they're poorly trained and are often absent. Teacher attendance at the primary level is only 85%, according to Pratham's research and there's little punishment for those who don't turn up.
The government knows that state schooling needs to improve. In 2009 it passed the Right of Children to Free and Compulsory Education Act (RTE), a law for the national provision of free, childfriendly education. It says that there should be two teachers for every 60 students and that they should go to work regularly, get there on time, follow the curriculum, assess how well the children are learning and meet regularly with parents.
"What we need to do next is improve accountability ," says Ms. Sukhdev. Schools have management committees that are supposed to include parent and local government representatives. "But they don't work or people don't know they exist." Pratham tries to help local communities and parents drive improvement. "You should see the kind of reaction we get when they realize the teacher is paid but isn't turning up!"says Ms.  Sukhdev. "We can't be everywhere, so we limit ourselves to working in a few districts, where we can create model schools. Then we try to work together with local government to make sure every school in the district or state is raised to that level."
The Read India programme is an example of what targeted help can achieve. Pratham has created an easytouse teaching and assessment pack called Learn to Read. It has trained teachers in how to use the pack at school and showed community health workers, volunteers and parents how it could support learning outside school. The programme has now run across 19 states, involving 450,000 volunteers and training 600,000 teachers and government workers. Among the 33 million children who have participated, the number of those who can read simple sentences has risen by 20%.

<question>:
Who are to blame for India's poor education according to Vinati Sukhdev?

<options>:
A School teachers.
B Local governments.
C Parents with stereotypes.
D Educational organizations.

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
One of India's great economic advantages is the   youth of its population. To make the most of this advantage, India's children need to be educated. On paper, India is doing well here. The country has a nationwide network of state primary schools funded by a specially designed tax. 96% of children aged 6-14 go to school, even in rural areas. That's well above the average for the developing world and their attendance is good. But the attainment is poor: three quarters of third graders can't read a gradeone text and 53% of grade five kids can't read at the standard they should have achieved at grade two. Levels of achievement are almost as bad in math.
"The main problem in India is not school entry or whether there is a local school; it's the delivery of education, the way teaching is done or not done," says Vinati Sukhdev, the executive director of Pratham, a charity that campaigns for better education in India. And according to Ms. Sukhdev, the country's teachers are the thirdbestpaid in the world but they're poorly trained and are often absent. Teacher attendance at the primary level is only 85%, according to Pratham's research and there's little punishment for those who don't turn up.
The government knows that state schooling needs to improve. In 2009 it passed the Right of Children to Free and Compulsory Education Act (RTE), a law for the national provision of free, childfriendly education. It says that there should be two teachers for every 60 students and that they should go to work regularly, get there on time, follow the curriculum, assess how well the children are learning and meet regularly with parents.
"What we need to do next is improve accountability ," says Ms. Sukhdev. Schools have management committees that are supposed to include parent and local government representatives. "But they don't work or people don't know they exist." Pratham tries to help local communities and parents drive improvement. "You should see the kind of reaction we get when they realize the teacher is paid but isn't turning up!"says Ms.  Sukhdev. "We can't be everywhere, so we limit ourselves to working in a few districts, where we can create model schools. Then we try to work together with local government to make sure every school in the district or state is raised to that level."
The Read India programme is an example of what targeted help can achieve. Pratham has created an easytouse teaching and assessment pack called Learn to Read. It has trained teachers in how to use the pack at school and showed community health workers, volunteers and parents how it could support learning outside school. The programme has now run across 19 states, involving 450,000 volunteers and training 600,000 teachers and government workers. Among the 33 million children who have participated, the number of those who can read simple sentences has risen by 20%.

<question>:
What can be inferred about the Read India programme?

<options>:
A It encourages more kids to attend school.
B It improves the quality of India's education.
C It is in the charge of management committees.
D It helps improve the basic facilities of schooling.

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
When I was 18, I had a motorbike accident that put me in a coma for three months. The doctors said there was little chance of my coming out of it, but my identical twin, Marcus, didn't believe them and carried on talking to me. My first words when I came to myself were, "Hello, Marcus. "Even though I had no memory of my own name, or that the woman crying at my bedside was my mother, I knew Marcus immediately; it was like a genetic memory. just felt close to him.
As weeks went by, I still could remember nothing before the accident. Marcus was the only person I could relate to.
I had to relearn everything, and Marcus helped me. Because of my twin I wasn't scared of having lost my memory; I believed everything he said. He became my memory, telling me about my school, friends, previous girlfriends and holidays, showing me family photographs, and telling me how perfect I was.
With his encouragement I slowly recovered and tried to become the person everyone around me loved. Then years later, when my memories flooded back, I learned that I was anything but perfect--I was troublesome, selfish, and now very angry with Marcus for having lied to me.
But finally I understood. Out of love, Marcus had chosen not to tell me about my dark side. He wanted me to have a fresh start--and in fact I had one. Thanks to him, I was able to get married and have kids. I'm 46 now, and feel as if I'm in the third stage of my life. I know all there is to know, and wouldn't want it any other way.

<question>:
Which of the following words best describes Marcus?

<options>:
A Dishonest.
B Thoughtful.
C Careful.
D Strict.

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
When I was 18, I had a motorbike accident that put me in a coma for three months. The doctors said there was little chance of my coming out of it, but my identical twin, Marcus, didn't believe them and carried on talking to me. My first words when I came to myself were, "Hello, Marcus. "Even though I had no memory of my own name, or that the woman crying at my bedside was my mother, I knew Marcus immediately; it was like a genetic memory. just felt close to him.
As weeks went by, I still could remember nothing before the accident. Marcus was the only person I could relate to.
I had to relearn everything, and Marcus helped me. Because of my twin I wasn't scared of having lost my memory; I believed everything he said. He became my memory, telling me about my school, friends, previous girlfriends and holidays, showing me family photographs, and telling me how perfect I was.
With his encouragement I slowly recovered and tried to become the person everyone around me loved. Then years later, when my memories flooded back, I learned that I was anything but perfect--I was troublesome, selfish, and now very angry with Marcus for having lied to me.
But finally I understood. Out of love, Marcus had chosen not to tell me about my dark side. He wanted me to have a fresh start--and in fact I had one. Thanks to him, I was able to get married and have kids. I'm 46 now, and feel as if I'm in the third stage of my life. I know all there is to know, and wouldn't want it any other way.

<question>:
According to the text, the author   _   .

<options>:
A felt very close to Marcus when he first woke up
B didn't get his memories back until months later
C had been very popular before the accident
D remembered nothing but his own name when he first woke up

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
When I was 18, I had a motorbike accident that put me in a coma for three months. The doctors said there was little chance of my coming out of it, but my identical twin, Marcus, didn't believe them and carried on talking to me. My first words when I came to myself were, "Hello, Marcus. "Even though I had no memory of my own name, or that the woman crying at my bedside was my mother, I knew Marcus immediately; it was like a genetic memory. just felt close to him.
As weeks went by, I still could remember nothing before the accident. Marcus was the only person I could relate to.
I had to relearn everything, and Marcus helped me. Because of my twin I wasn't scared of having lost my memory; I believed everything he said. He became my memory, telling me about my school, friends, previous girlfriends and holidays, showing me family photographs, and telling me how perfect I was.
With his encouragement I slowly recovered and tried to become the person everyone around me loved. Then years later, when my memories flooded back, I learned that I was anything but perfect--I was troublesome, selfish, and now very angry with Marcus for having lied to me.
But finally I understood. Out of love, Marcus had chosen not to tell me about my dark side. He wanted me to have a fresh start--and in fact I had one. Thanks to him, I was able to get married and have kids. I'm 46 now, and feel as if I'm in the third stage of my life. I know all there is to know, and wouldn't want it any other way.

<question>:
How did the author feel when he first got his memories back?

<options>:
A Angry.
B Excited
C Guilty.
D Lonely.

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
When I was 18, I had a motorbike accident that put me in a coma for three months. The doctors said there was little chance of my coming out of it, but my identical twin, Marcus, didn't believe them and carried on talking to me. My first words when I came to myself were, "Hello, Marcus. "Even though I had no memory of my own name, or that the woman crying at my bedside was my mother, I knew Marcus immediately; it was like a genetic memory. just felt close to him.
As weeks went by, I still could remember nothing before the accident. Marcus was the only person I could relate to.
I had to relearn everything, and Marcus helped me. Because of my twin I wasn't scared of having lost my memory; I believed everything he said. He became my memory, telling me about my school, friends, previous girlfriends and holidays, showing me family photographs, and telling me how perfect I was.
With his encouragement I slowly recovered and tried to become the person everyone around me loved. Then years later, when my memories flooded back, I learned that I was anything but perfect--I was troublesome, selfish, and now very angry with Marcus for having lied to me.
But finally I understood. Out of love, Marcus had chosen not to tell me about my dark side. He wanted me to have a fresh start--and in fact I had one. Thanks to him, I was able to get married and have kids. I'm 46 now, and feel as if I'm in the third stage of my life. I know all there is to know, and wouldn't want it any other way.

<question>:
What was the author's purpose in writing the text?

<options>:
A To tell us the importance of being honest.
B To explain the meaning of success.
C To express his gratitude to his twin.
D To show how he had suffered.

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
When I was 18, I had a motorbike accident that put me in a coma for three months. The doctors said there was little chance of my coming out of it, but my identical twin, Marcus, didn't believe them and carried on talking to me. My first words when I came to myself were, "Hello, Marcus. "Even though I had no memory of my own name, or that the woman crying at my bedside was my mother, I knew Marcus immediately; it was like a genetic memory. just felt close to him.
As weeks went by, I still could remember nothing before the accident. Marcus was the only person I could relate to.
I had to relearn everything, and Marcus helped me. Because of my twin I wasn't scared of having lost my memory; I believed everything he said. He became my memory, telling me about my school, friends, previous girlfriends and holidays, showing me family photographs, and telling me how perfect I was.
With his encouragement I slowly recovered and tried to become the person everyone around me loved. Then years later, when my memories flooded back, I learned that I was anything but perfect--I was troublesome, selfish, and now very angry with Marcus for having lied to me.
But finally I understood. Out of love, Marcus had chosen not to tell me about my dark side. He wanted me to have a fresh start--and in fact I had one. Thanks to him, I was able to get married and have kids. I'm 46 now, and feel as if I'm in the third stage of my life. I know all there is to know, and wouldn't want it any other way.

<question>:
Which of the following would be the best title for the text?

<options>:
A My Twin Rewrote My Childhood
B An Accident Destroyed My Life
C Family Will Always Be with You
D Friends Share Everything

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
In the 1960s, people asked about your astrological sign . In the 1990s, they wanted to know your website. These days, having a web address is almost as important as a street address. Your website is an electronic meeting place for your family, friends and potentially, millions of people around the world. Best of all, you may not have to spend a cent. The Web is filled with all kinds of free services and all it takes is some time and creativity.
       Think of your home page as the starting point of your website. Like the table of contents of a book or a magazine, the home page is the front door. Your site can have one or more pages, depending on how you design it.
       While web pages vary greatly in their design and content, most use a traditional magazine layout. At the top of the page is a banner  GRAPHIC. Next comes a greeting and a short description of the site. Pictures, texts, and links to other websites follow.
       Before you start building your site, do some planning. Think about whom the site is for and what you want to say. Next, gather up the material that you want to put on the site. Draw a rough layout on a sheet of paper.
       While there are no rules you have to follow, there are a few things to keep in mind:
       Start simply. If you are too ambitious at the beginning, you may never get the site off the ground. You can always add to your site.
Less is better. Most people don't like to read a lot of text online. Break it into small pieces.
       Smaller is better. Most people connect to the Internet with a modem. Since it can take a long time to download large image files, keep the file sizes small.
       Have the rights. Don't put any material on your site unless you are sure you can do it legally. Learn the Net's Copyright Article for more about this.
       Now it's time to roll up your sleeves and start building. Learning the Net Communities provides tools to help you build your site.

<question>:
The main purpose of the passage is to tell you   _  .

<options>:
A what a website is like
B how to build your own website
C how to meet people online
D what a website is made up of

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
In the 1960s, people asked about your astrological sign . In the 1990s, they wanted to know your website. These days, having a web address is almost as important as a street address. Your website is an electronic meeting place for your family, friends and potentially, millions of people around the world. Best of all, you may not have to spend a cent. The Web is filled with all kinds of free services and all it takes is some time and creativity.
       Think of your home page as the starting point of your website. Like the table of contents of a book or a magazine, the home page is the front door. Your site can have one or more pages, depending on how you design it.
       While web pages vary greatly in their design and content, most use a traditional magazine layout. At the top of the page is a banner  GRAPHIC. Next comes a greeting and a short description of the site. Pictures, texts, and links to other websites follow.
       Before you start building your site, do some planning. Think about whom the site is for and what you want to say. Next, gather up the material that you want to put on the site. Draw a rough layout on a sheet of paper.
       While there are no rules you have to follow, there are a few things to keep in mind:
       Start simply. If you are too ambitious at the beginning, you may never get the site off the ground. You can always add to your site.
Less is better. Most people don't like to read a lot of text online. Break it into small pieces.
       Smaller is better. Most people connect to the Internet with a modem. Since it can take a long time to download large image files, keep the file sizes small.
       Have the rights. Don't put any material on your site unless you are sure you can do it legally. Learn the Net's Copyright Article for more about this.
       Now it's time to roll up your sleeves and start building. Learning the Net Communities provides tools to help you build your site.

<question>:
According to the writer, your website is a place   _  .

<options>:
A where you can meet people all around the world
B where you can buy what you want
C where you can get free services
D where you can meet people on the Internet

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
In the 1960s, people asked about your astrological sign . In the 1990s, they wanted to know your website. These days, having a web address is almost as important as a street address. Your website is an electronic meeting place for your family, friends and potentially, millions of people around the world. Best of all, you may not have to spend a cent. The Web is filled with all kinds of free services and all it takes is some time and creativity.
       Think of your home page as the starting point of your website. Like the table of contents of a book or a magazine, the home page is the front door. Your site can have one or more pages, depending on how you design it.
       While web pages vary greatly in their design and content, most use a traditional magazine layout. At the top of the page is a banner  GRAPHIC. Next comes a greeting and a short description of the site. Pictures, texts, and links to other websites follow.
       Before you start building your site, do some planning. Think about whom the site is for and what you want to say. Next, gather up the material that you want to put on the site. Draw a rough layout on a sheet of paper.
       While there are no rules you have to follow, there are a few things to keep in mind:
       Start simply. If you are too ambitious at the beginning, you may never get the site off the ground. You can always add to your site.
Less is better. Most people don't like to read a lot of text online. Break it into small pieces.
       Smaller is better. Most people connect to the Internet with a modem. Since it can take a long time to download large image files, keep the file sizes small.
       Have the rights. Don't put any material on your site unless you are sure you can do it legally. Learn the Net's Copyright Article for more about this.
       Now it's time to roll up your sleeves and start building. Learning the Net Communities provides tools to help you build your site.

<question>:
The purpose of the home page of your website is   _  .

<options>:
A to give a list of all the contents of your website
B to make it look like a front door
C to direct people to more of your pages
D to design the cover of a book or magazine

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
In the 1960s, people asked about your astrological sign . In the 1990s, they wanted to know your website. These days, having a web address is almost as important as a street address. Your website is an electronic meeting place for your family, friends and potentially, millions of people around the world. Best of all, you may not have to spend a cent. The Web is filled with all kinds of free services and all it takes is some time and creativity.
       Think of your home page as the starting point of your website. Like the table of contents of a book or a magazine, the home page is the front door. Your site can have one or more pages, depending on how you design it.
       While web pages vary greatly in their design and content, most use a traditional magazine layout. At the top of the page is a banner  GRAPHIC. Next comes a greeting and a short description of the site. Pictures, texts, and links to other websites follow.
       Before you start building your site, do some planning. Think about whom the site is for and what you want to say. Next, gather up the material that you want to put on the site. Draw a rough layout on a sheet of paper.
       While there are no rules you have to follow, there are a few things to keep in mind:
       Start simply. If you are too ambitious at the beginning, you may never get the site off the ground. You can always add to your site.
Less is better. Most people don't like to read a lot of text online. Break it into small pieces.
       Smaller is better. Most people connect to the Internet with a modem. Since it can take a long time to download large image files, keep the file sizes small.
       Have the rights. Don't put any material on your site unless you are sure you can do it legally. Learn the Net's Copyright Article for more about this.
       Now it's time to roll up your sleeves and start building. Learning the Net Communities provides tools to help you build your site.

<question>:
The writer thinks that if you are too ambitious at the beginning,   _  .

<options>:
A your website may leave no space for adding new things
B you may never have your website working
C you may have no idea how to build your website
D you may tire yourself out

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
Then comes July, and with it examinations, but these are soon finished and with them ends the school year. Boys and girls have nearly two months' holiday before them as they leave school by train and car to return home to their fathers and mothers.
The summer holidays are the best part of the year for most children. The weather is usually good, so that one can spend most of one's time playing in the garden or, if one lives in the country, out in the woods and fields. Even if one lives in a big town, one can usually go to a park to play.
The best place for a summer holiday, however, is the seaside. Some children are lucky enough to live near the sea, but for the others who do not, a week or two at one of the big seaside towns is something that they will talk about for the whole of the following year.
In England, it is not only the rich who can take their children to the seaside; if a factory worker or a bus driver, a street cleaner or a waiter wants to take his wife and children to Southend or Margate, Blackpoor or Clacton, he is usually quite able to do so.
Now, what is it that children like so much about the seaside? I think it is the sand, sea and sun more than any other things. Of course, there are lots of new things to see, nice things to eat, and exciting things to do, but it is the feeling of sand under one's feet, of salt water on one's skin, and of the warm sun on one's back that make the seaside what it is.

<question>:
After the examination, pupils leave for home  _

<options>:
A by train only
B by air
C by bike
D by either train or car

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
Then comes July, and with it examinations, but these are soon finished and with them ends the school year. Boys and girls have nearly two months' holiday before them as they leave school by train and car to return home to their fathers and mothers.
The summer holidays are the best part of the year for most children. The weather is usually good, so that one can spend most of one's time playing in the garden or, if one lives in the country, out in the woods and fields. Even if one lives in a big town, one can usually go to a park to play.
The best place for a summer holiday, however, is the seaside. Some children are lucky enough to live near the sea, but for the others who do not, a week or two at one of the big seaside towns is something that they will talk about for the whole of the following year.
In England, it is not only the rich who can take their children to the seaside; if a factory worker or a bus driver, a street cleaner or a waiter wants to take his wife and children to Southend or Margate, Blackpoor or Clacton, he is usually quite able to do so.
Now, what is it that children like so much about the seaside? I think it is the sand, sea and sun more than any other things. Of course, there are lots of new things to see, nice things to eat, and exciting things to do, but it is the feeling of sand under one's feet, of salt water on one's skin, and of the warm sun on one's back that make the seaside what it is.

<question>:
July and August are the brightest months for most children, for they can  _  .

<options>:
A stay with their parents for all the vacation.
B do more reading
C play out-of-door
D meet their old friends

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
Then comes July, and with it examinations, but these are soon finished and with them ends the school year. Boys and girls have nearly two months' holiday before them as they leave school by train and car to return home to their fathers and mothers.
The summer holidays are the best part of the year for most children. The weather is usually good, so that one can spend most of one's time playing in the garden or, if one lives in the country, out in the woods and fields. Even if one lives in a big town, one can usually go to a park to play.
The best place for a summer holiday, however, is the seaside. Some children are lucky enough to live near the sea, but for the others who do not, a week or two at one of the big seaside towns is something that they will talk about for the whole of the following year.
In England, it is not only the rich who can take their children to the seaside; if a factory worker or a bus driver, a street cleaner or a waiter wants to take his wife and children to Southend or Margate, Blackpoor or Clacton, he is usually quite able to do so.
Now, what is it that children like so much about the seaside? I think it is the sand, sea and sun more than any other things. Of course, there are lots of new things to see, nice things to eat, and exciting things to do, but it is the feeling of sand under one's feet, of salt water on one's skin, and of the warm sun on one's back that make the seaside what it is.

<question>:
Children like the seaside so much, because they can   _  .

<options>:
A swim in the sea
B play with the sand
C take a sun bath
D do all of the above

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
Lindsay Morgan Lohan was born on July 2, 1986. She was such a natural beauty that she began modeling at the age of 3, and because of her natural talent, she played parts in over 60 TV commercials for companies such as Abercrombie & Fitch, Wendy's, the Gap, Pizza Hut, Calvin Klein, and Jell-O, in which she shared the screen with Bill Cosby.
When she was 7, Lohan was required to dress up as garbage for a Halloween short play on the Late Show with David Letterman called "Things You Find on the Bottom of the Subway." It was her first real acting job. In 1996, Lohan got her second big  _ when she was given a role on the long-running NBC soap opera "Another World." For only one season, she became the third actress to act the part Alexandra Alli Fowler.
Shortly after, she hit the highway to fame when Disney sought to remake the hugely successful family comedy "The Parent Trap" (1998). In addition, she also got a three-picture deal with Disney thanks to this movie. Her next move was to appear in the Wonderful World of Disney production of "Life-Size" (2000), a comedy also featuring supermodel Tyra Banks.
In 2003, along with Jamie Lee Curtis, Lindsay Lohan performed in Freaky Friday and played one of the early roles that made Jodie Foster a household name.
In September 2002, Lohan also got a contract with music heavyweight Emilio Estefan Jr who is of great influence in music. She signed a five-album deal with Estefan Enterprises. In 2005, she released her first album, "Speak," followed by "A Little More Personal" the next year.

<question>:
Which of the following is NOT the job that Lohan has done until now?

<options>:
A A singer.
B An actress.
C A model.
D A dancer.

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
Lindsay Morgan Lohan was born on July 2, 1986. She was such a natural beauty that she began modeling at the age of 3, and because of her natural talent, she played parts in over 60 TV commercials for companies such as Abercrombie & Fitch, Wendy's, the Gap, Pizza Hut, Calvin Klein, and Jell-O, in which she shared the screen with Bill Cosby.
When she was 7, Lohan was required to dress up as garbage for a Halloween short play on the Late Show with David Letterman called "Things You Find on the Bottom of the Subway." It was her first real acting job. In 1996, Lohan got her second big  _ when she was given a role on the long-running NBC soap opera "Another World." For only one season, she became the third actress to act the part Alexandra Alli Fowler.
Shortly after, she hit the highway to fame when Disney sought to remake the hugely successful family comedy "The Parent Trap" (1998). In addition, she also got a three-picture deal with Disney thanks to this movie. Her next move was to appear in the Wonderful World of Disney production of "Life-Size" (2000), a comedy also featuring supermodel Tyra Banks.
In 2003, along with Jamie Lee Curtis, Lindsay Lohan performed in Freaky Friday and played one of the early roles that made Jodie Foster a household name.
In September 2002, Lohan also got a contract with music heavyweight Emilio Estefan Jr who is of great influence in music. She signed a five-album deal with Estefan Enterprises. In 2005, she released her first album, "Speak," followed by "A Little More Personal" the next year.

<question>:
Which of the following is TRUE according to the passage?

<options>:
A Lohan has played three films produced by Disney.
B Lohan played the part Bill Cosby in a TV show.
C Lohan has released two albums since 2005.
D Lohan was greatly influenced by Emilio Estefan Jr.

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
Chocolate soap is supposed to be good for the skin. But it's not so good for the tongue. Unfortunately for the US soldiers of World War II, the chocolate bars the army gave them tasted like they were intended for use in the bath.
In the army's defense, it wasn't trying to win any cooking awards. In fact, it specifically ordered that its chocolate bars not be too delicious, so soldiers wouldn't eat them too quickly. These bars were created for survival, not taste. "They were awful," John Otto, a former army captain in World War II said, "They were big, thick things, and they weren't any good. I tried them, but I had to be awfully hungry after I tried them once."
As unappealing as the chocolate bars were to some, others like them. Samuel Hinkle, the chemist who created the chocolate bars, pointed out that the number of bars made were far greater than the army needed. "It soon became obvious that the generous American soldiers were sharing their valued possessions with their foreign friends, whether soldiers of other countries or local citizens."
The bars turned many hungry Europeans into friends of the United States. "People wanted them," said Otto. "You'd give them to kids. In some places they were very hungry. And they surely helped relax people about American soldiers."
Otto said he never saw a European _ the chocolate. "It was food," he said. "At that time, everyone was very hungry. I saw German kids standing outside the US army kitchen. They weren't begging, just standing there very politely. When we were done, the kids would eat the food out of the garbage. They were so hungry."
Other Europeans did not see chocolate until well after the war ended. "We didn't see any Americans where I was," said Elizabeth Radsma, who was 25 years old when the Germans occupied her country, the Netherlands. "Even after the war, we saw only the British. Maybe the Americans gave out some chocolates in the big cities, but we were only in a small town. Before the British, we saw only German soldiers. But chocolate? Don't make me laugh! Maybe in my dreams!"
A soldier in the field might have responded "Be careful what you wish for"--and then gratefully bit on a chocolate bar, the only food available for miles.

<question>:
Which of the following is TRUE according to the passage?

<options>:
A The US soldiers used the chocolate bars as bath soap.
B The US army produced more chocolate bars than necessary for its soldiers.
C The US soldiers did not have enough food during World War II.
D European people regretted eating chocolate bars from the US soldiers.

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
Chocolate soap is supposed to be good for the skin. But it's not so good for the tongue. Unfortunately for the US soldiers of World War II, the chocolate bars the army gave them tasted like they were intended for use in the bath.
In the army's defense, it wasn't trying to win any cooking awards. In fact, it specifically ordered that its chocolate bars not be too delicious, so soldiers wouldn't eat them too quickly. These bars were created for survival, not taste. "They were awful," John Otto, a former army captain in World War II said, "They were big, thick things, and they weren't any good. I tried them, but I had to be awfully hungry after I tried them once."
As unappealing as the chocolate bars were to some, others like them. Samuel Hinkle, the chemist who created the chocolate bars, pointed out that the number of bars made were far greater than the army needed. "It soon became obvious that the generous American soldiers were sharing their valued possessions with their foreign friends, whether soldiers of other countries or local citizens."
The bars turned many hungry Europeans into friends of the United States. "People wanted them," said Otto. "You'd give them to kids. In some places they were very hungry. And they surely helped relax people about American soldiers."
Otto said he never saw a European _ the chocolate. "It was food," he said. "At that time, everyone was very hungry. I saw German kids standing outside the US army kitchen. They weren't begging, just standing there very politely. When we were done, the kids would eat the food out of the garbage. They were so hungry."
Other Europeans did not see chocolate until well after the war ended. "We didn't see any Americans where I was," said Elizabeth Radsma, who was 25 years old when the Germans occupied her country, the Netherlands. "Even after the war, we saw only the British. Maybe the Americans gave out some chocolates in the big cities, but we were only in a small town. Before the British, we saw only German soldiers. But chocolate? Don't make me laugh! Maybe in my dreams!"
A soldier in the field might have responded "Be careful what you wish for"--and then gratefully bit on a chocolate bar, the only food available for miles.

<question>:
Why does the author mention the German kids' story?

<options>:
A To tell how friendly the American soldiers were.
B To show how much they were eager for chocolate.
C To prove German kids could be very polite.
D To describe the hunger in Germany during the war.

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
Chocolate soap is supposed to be good for the skin. But it's not so good for the tongue. Unfortunately for the US soldiers of World War II, the chocolate bars the army gave them tasted like they were intended for use in the bath.
In the army's defense, it wasn't trying to win any cooking awards. In fact, it specifically ordered that its chocolate bars not be too delicious, so soldiers wouldn't eat them too quickly. These bars were created for survival, not taste. "They were awful," John Otto, a former army captain in World War II said, "They were big, thick things, and they weren't any good. I tried them, but I had to be awfully hungry after I tried them once."
As unappealing as the chocolate bars were to some, others like them. Samuel Hinkle, the chemist who created the chocolate bars, pointed out that the number of bars made were far greater than the army needed. "It soon became obvious that the generous American soldiers were sharing their valued possessions with their foreign friends, whether soldiers of other countries or local citizens."
The bars turned many hungry Europeans into friends of the United States. "People wanted them," said Otto. "You'd give them to kids. In some places they were very hungry. And they surely helped relax people about American soldiers."
Otto said he never saw a European _ the chocolate. "It was food," he said. "At that time, everyone was very hungry. I saw German kids standing outside the US army kitchen. They weren't begging, just standing there very politely. When we were done, the kids would eat the food out of the garbage. They were so hungry."
Other Europeans did not see chocolate until well after the war ended. "We didn't see any Americans where I was," said Elizabeth Radsma, who was 25 years old when the Germans occupied her country, the Netherlands. "Even after the war, we saw only the British. Maybe the Americans gave out some chocolates in the big cities, but we were only in a small town. Before the British, we saw only German soldiers. But chocolate? Don't make me laugh! Maybe in my dreams!"
A soldier in the field might have responded "Be careful what you wish for"--and then gratefully bit on a chocolate bar, the only food available for miles.

<question>:
Elizabeth Radsma never saw chocolate during the war because   _  .

<options>:
A the US soldiers never showed up in the small town she lived in
B the German soldiers kept them all for themselves
C the British soldiers didn't share it with the local people
D the US soldiers handed out all chocolates to people in big cities

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
As part of an effort to improve treatments for life-threatening illnesses, a team of scientists have created rabbits that glow in the dark.
The efforts have produced two rabbits out of a litter of eight that went from being a normal, soft white to glowing green in the dark. The rabbits were born at the University of Istanbul as part of the cooperation between scientists from universities in Turkey and Hawaii.
The rabbits glow to show that a genetic operation technique can work efficiently. "The green is not important at all--it's just a marker to show the experiment can be done successfully," said University of Hawaii associate professor, Stefan Moisyadi.
To produce the glowing effect, researchers injected jellyfish DNA into a mother rabbit's embryos. Then those embryos were put into the mother. Similar experiments have resulted in glowing cockroaches  and cats.
Eventually, the researchers hope the technique can lead to new ways to produce medicines, Moisyadi said.
"The final goal is to develop animals that are able to produce beneficial molecules in their milk that can be cheaply extracted , especially in countries that cannot afford big factories that make drugs, which usually cost US$1bn to build. Then they will be able to produce their own protein-based medication in animals," Moisyadi said.
The rabbits are expected to live as long as non-glowing rabbits, but Moisyadi said he understands people can object to this kind of experimentation involving live animals. "To the people against, I say: think, what are the benefits and what is the harm?" Moisyadi said. "And if the benefits outweigh the harm, let's go with the benefits."
Moisyadi started developing the project in 2006, and researchers are now waiting to see if pregnant sheep produce similar results.

<question>:
What do we know about the glowing rabbits?

<options>:
A Their fur became green after the experiment.
B They were chosen from a special species of rabbits.
C The color1 that they glow isn't of interest to scientists.
D They live shorter lives than ordinary rabbits.

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
As part of an effort to improve treatments for life-threatening illnesses, a team of scientists have created rabbits that glow in the dark.
The efforts have produced two rabbits out of a litter of eight that went from being a normal, soft white to glowing green in the dark. The rabbits were born at the University of Istanbul as part of the cooperation between scientists from universities in Turkey and Hawaii.
The rabbits glow to show that a genetic operation technique can work efficiently. "The green is not important at all--it's just a marker to show the experiment can be done successfully," said University of Hawaii associate professor, Stefan Moisyadi.
To produce the glowing effect, researchers injected jellyfish DNA into a mother rabbit's embryos. Then those embryos were put into the mother. Similar experiments have resulted in glowing cockroaches  and cats.
Eventually, the researchers hope the technique can lead to new ways to produce medicines, Moisyadi said.
"The final goal is to develop animals that are able to produce beneficial molecules in their milk that can be cheaply extracted , especially in countries that cannot afford big factories that make drugs, which usually cost US$1bn to build. Then they will be able to produce their own protein-based medication in animals," Moisyadi said.
The rabbits are expected to live as long as non-glowing rabbits, but Moisyadi said he understands people can object to this kind of experimentation involving live animals. "To the people against, I say: think, what are the benefits and what is the harm?" Moisyadi said. "And if the benefits outweigh the harm, let's go with the benefits."
Moisyadi started developing the project in 2006, and researchers are now waiting to see if pregnant sheep produce similar results.

<question>:
According to the passage, the researchers' next goal of the experiment is the creation of a glowing   _  .

<options>:
A cockroach
B cat
C rabbbit
D sheep

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
As part of an effort to improve treatments for life-threatening illnesses, a team of scientists have created rabbits that glow in the dark.
The efforts have produced two rabbits out of a litter of eight that went from being a normal, soft white to glowing green in the dark. The rabbits were born at the University of Istanbul as part of the cooperation between scientists from universities in Turkey and Hawaii.
The rabbits glow to show that a genetic operation technique can work efficiently. "The green is not important at all--it's just a marker to show the experiment can be done successfully," said University of Hawaii associate professor, Stefan Moisyadi.
To produce the glowing effect, researchers injected jellyfish DNA into a mother rabbit's embryos. Then those embryos were put into the mother. Similar experiments have resulted in glowing cockroaches  and cats.
Eventually, the researchers hope the technique can lead to new ways to produce medicines, Moisyadi said.
"The final goal is to develop animals that are able to produce beneficial molecules in their milk that can be cheaply extracted , especially in countries that cannot afford big factories that make drugs, which usually cost US$1bn to build. Then they will be able to produce their own protein-based medication in animals," Moisyadi said.
The rabbits are expected to live as long as non-glowing rabbits, but Moisyadi said he understands people can object to this kind of experimentation involving live animals. "To the people against, I say: think, what are the benefits and what is the harm?" Moisyadi said. "And if the benefits outweigh the harm, let's go with the benefits."
Moisyadi started developing the project in 2006, and researchers are now waiting to see if pregnant sheep produce similar results.

<question>:
Which of the following is TRUE, according to the passage?

<options>:
A The success rate in creating the rabbits is 20%.
B The project is supported by people.
C The project has been conducted for about eight years.
D The project is mainly conducted by Turkish scientists.

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
As part of an effort to improve treatments for life-threatening illnesses, a team of scientists have created rabbits that glow in the dark.
The efforts have produced two rabbits out of a litter of eight that went from being a normal, soft white to glowing green in the dark. The rabbits were born at the University of Istanbul as part of the cooperation between scientists from universities in Turkey and Hawaii.
The rabbits glow to show that a genetic operation technique can work efficiently. "The green is not important at all--it's just a marker to show the experiment can be done successfully," said University of Hawaii associate professor, Stefan Moisyadi.
To produce the glowing effect, researchers injected jellyfish DNA into a mother rabbit's embryos. Then those embryos were put into the mother. Similar experiments have resulted in glowing cockroaches  and cats.
Eventually, the researchers hope the technique can lead to new ways to produce medicines, Moisyadi said.
"The final goal is to develop animals that are able to produce beneficial molecules in their milk that can be cheaply extracted , especially in countries that cannot afford big factories that make drugs, which usually cost US$1bn to build. Then they will be able to produce their own protein-based medication in animals," Moisyadi said.
The rabbits are expected to live as long as non-glowing rabbits, but Moisyadi said he understands people can object to this kind of experimentation involving live animals. "To the people against, I say: think, what are the benefits and what is the harm?" Moisyadi said. "And if the benefits outweigh the harm, let's go with the benefits."
Moisyadi started developing the project in 2006, and researchers are now waiting to see if pregnant sheep produce similar results.

<question>:
What is Moisyadi's attitude towards such experimentation?

<options>:
A Doubtful
B Supportive
C Disapproving
D Indifferent

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
In the last 500 years nothing about people--not their clothes, ideas, or languages has changed as much as what they eat. Chocolate   drink was first made from the seeds of the cacao   tree by South American Indians. The Spanish introduced it to the rest of the world during the 1500s. And although it was very expensive, it quickly became popular, In London, shops where chocolate drinks were served became important places. Some still exist today. The potato is also from the New World. Around 1600, the Spanish brought it from Peru to Europe, where it soon was widely grown. Ireland became so dependent   on it that thousands of Irish people starved   when the crop failed during the years of 1845--1846, and thousands more were forced to go to live in America.
There are many other foods that have traveled from South America to the Old World. But some others went in the opposite direction. Brazil is now the world's largest grower of coffee, and coffee is an important crop in other South American countries. But it is native to Ethiopia. It was first made into a drink by Arabs during the 1400s. According to an Arabic story, coffee was discovered when a goat keeper named Lakdi noticed that his goats were eating red fruits on a coffee tree. He tried one and experienced the "wide-awake  " feeling that one third of the world's population now starts the day with.

<question>:
According to the passage, which of the following changed more than others?

<options>:
A Clothes.
B Ideas.
C Languages.
D Foods.

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
In the last 500 years nothing about people--not their clothes, ideas, or languages has changed as much as what they eat. Chocolate   drink was first made from the seeds of the cacao   tree by South American Indians. The Spanish introduced it to the rest of the world during the 1500s. And although it was very expensive, it quickly became popular, In London, shops where chocolate drinks were served became important places. Some still exist today. The potato is also from the New World. Around 1600, the Spanish brought it from Peru to Europe, where it soon was widely grown. Ireland became so dependent   on it that thousands of Irish people starved   when the crop failed during the years of 1845--1846, and thousands more were forced to go to live in America.
There are many other foods that have traveled from South America to the Old World. But some others went in the opposite direction. Brazil is now the world's largest grower of coffee, and coffee is an important crop in other South American countries. But it is native to Ethiopia. It was first made into a drink by Arabs during the 1400s. According to an Arabic story, coffee was discovered when a goat keeper named Lakdi noticed that his goats were eating red fruits on a coffee tree. He tried one and experienced the "wide-awake  " feeling that one third of the world's population now starts the day with.

<question>:
Chocolate drink was first invented in   _  while coffee was first invented in   _  .

<options>:
A Spain; Brazil
B South America; the Old World
C Spain; Ethiopia
D London; Rent

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
In the last 500 years nothing about people--not their clothes, ideas, or languages has changed as much as what they eat. Chocolate   drink was first made from the seeds of the cacao   tree by South American Indians. The Spanish introduced it to the rest of the world during the 1500s. And although it was very expensive, it quickly became popular, In London, shops where chocolate drinks were served became important places. Some still exist today. The potato is also from the New World. Around 1600, the Spanish brought it from Peru to Europe, where it soon was widely grown. Ireland became so dependent   on it that thousands of Irish people starved   when the crop failed during the years of 1845--1846, and thousands more were forced to go to live in America.
There are many other foods that have traveled from South America to the Old World. But some others went in the opposite direction. Brazil is now the world's largest grower of coffee, and coffee is an important crop in other South American countries. But it is native to Ethiopia. It was first made into a drink by Arabs during the 1400s. According to an Arabic story, coffee was discovered when a goat keeper named Lakdi noticed that his goats were eating red fruits on a coffee tree. He tried one and experienced the "wide-awake  " feeling that one third of the world's population now starts the day with.

<question>:
In 1845, thousands of Irish people were forced to live in America mainly because   _  .

<options>:
A Ireland became dependent on the potato
B the potato was brought to Europe from Peru
C they could easily get potato in America
D the production of potatoes reduced

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
In the last 500 years nothing about people--not their clothes, ideas, or languages has changed as much as what they eat. Chocolate   drink was first made from the seeds of the cacao   tree by South American Indians. The Spanish introduced it to the rest of the world during the 1500s. And although it was very expensive, it quickly became popular, In London, shops where chocolate drinks were served became important places. Some still exist today. The potato is also from the New World. Around 1600, the Spanish brought it from Peru to Europe, where it soon was widely grown. Ireland became so dependent   on it that thousands of Irish people starved   when the crop failed during the years of 1845--1846, and thousands more were forced to go to live in America.
There are many other foods that have traveled from South America to the Old World. But some others went in the opposite direction. Brazil is now the world's largest grower of coffee, and coffee is an important crop in other South American countries. But it is native to Ethiopia. It was first made into a drink by Arabs during the 1400s. According to an Arabic story, coffee was discovered when a goat keeper named Lakdi noticed that his goats were eating red fruits on a coffee tree. He tried one and experienced the "wide-awake  " feeling that one third of the world's population now starts the day with.

<question>:
According to the passage, who first made chocolate drink from the seeds of the cacao tree?

<options>:
A People in Peru
B People in Brazil.
C South American Indians.
D People in Ethiopia.

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
In the last 500 years nothing about people--not their clothes, ideas, or languages has changed as much as what they eat. Chocolate   drink was first made from the seeds of the cacao   tree by South American Indians. The Spanish introduced it to the rest of the world during the 1500s. And although it was very expensive, it quickly became popular, In London, shops where chocolate drinks were served became important places. Some still exist today. The potato is also from the New World. Around 1600, the Spanish brought it from Peru to Europe, where it soon was widely grown. Ireland became so dependent   on it that thousands of Irish people starved   when the crop failed during the years of 1845--1846, and thousands more were forced to go to live in America.
There are many other foods that have traveled from South America to the Old World. But some others went in the opposite direction. Brazil is now the world's largest grower of coffee, and coffee is an important crop in other South American countries. But it is native to Ethiopia. It was first made into a drink by Arabs during the 1400s. According to an Arabic story, coffee was discovered when a goat keeper named Lakdi noticed that his goats were eating red fruits on a coffee tree. He tried one and experienced the "wide-awake  " feeling that one third of the world's population now starts the day with.

<question>:
From the passage we can conclude   that millions of people drink coffee   _  .

<options>:
A in the morning
B at noon
C in the afternoon
D in the evening

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
WASHINGTON, Sept. 6 (Xinhua) -- U.S. President Barack Obama on Monday announced a new plan to renew and expand the nation's roads, railways and runways, in a bid   to restart the _ economy and to help create jobs.
Obama announced the billion-dollar infrastructure  spending program at an event in Milwaukee, Wisconsin, marking the Labor Day holiday in the United States.
The proposal calls for investments over six years, including rebuilding and modernizing 150,000 miles (241,350 kilometers) of roads, 4,000 miles (6,430 kilometers) of railways and 150 miles ( 241 kilometers) of runways.
"It sets up an Infrastructure Bank to leverage(;) federal dollars and focus on the smartest investment. All of this will not only create jobs now, but will make our economy run better over the long haul," Obama said.
"This is a plan that will be fully paid for and will not add to the deficit over time," said Obama.
The U.S. unemployment rate rose to 9.6 percent in August, reflecting business reluctance to hire among uncertain economic prospects, the U.S. Labor Department reported on Friday.
The president admitted that new jobs "have not been coming fast enough" in the United States.
"These years would be some of the most difficult in our history. The problems facing working families are nothing new, but they are more serious than ever. And that makes our cause more urgent than ever," he added.

<question>:
What's the main idea of this passage?

<options>:
A The US president launched a new program aiming at improving the nation's infrastructure.
B The US unemployment rate rose according to the Labor Department.
C These years will be the most difficult in the American history.
D More roads, railways and runways will be rebuilt and modernized.

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
WASHINGTON, Sept. 6 (Xinhua) -- U.S. President Barack Obama on Monday announced a new plan to renew and expand the nation's roads, railways and runways, in a bid   to restart the _ economy and to help create jobs.
Obama announced the billion-dollar infrastructure  spending program at an event in Milwaukee, Wisconsin, marking the Labor Day holiday in the United States.
The proposal calls for investments over six years, including rebuilding and modernizing 150,000 miles (241,350 kilometers) of roads, 4,000 miles (6,430 kilometers) of railways and 150 miles ( 241 kilometers) of runways.
"It sets up an Infrastructure Bank to leverage(;) federal dollars and focus on the smartest investment. All of this will not only create jobs now, but will make our economy run better over the long haul," Obama said.
"This is a plan that will be fully paid for and will not add to the deficit over time," said Obama.
The U.S. unemployment rate rose to 9.6 percent in August, reflecting business reluctance to hire among uncertain economic prospects, the U.S. Labor Department reported on Friday.
The president admitted that new jobs "have not been coming fast enough" in the United States.
"These years would be some of the most difficult in our history. The problems facing working families are nothing new, but they are more serious than ever. And that makes our cause more urgent than ever," he added.

<question>:
Which of the following will be changed most in length?

<options>:
A Roads.
B Railways.
C Runways.
D Highways.

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
I still remember my first day at school in London and I was half-excited and half-frightened. On my way to school I wondered what sort of questions the other boys would ask me and practiced all the answers: "I am nine years old. I was born here but I haven't lived here since I was two. I was living in Farley. It's about thirty miles away. I came back to London two months ago." I also wondered if it was the custom for boys to fight strangers like me, but I was tall for my age. I hoped they would decide not to risk it.
No one took any notice of me before school. I stood in the center of the playground, expecting someone to say "hello", but no one spoke to me. When a teacher called my name and told me where my classroom was, one or two boys looked at me but that was all.
My teacher was called Mr. Jones. There were 42 boys in the class, so _ , either, until the first lesson of the afternoon. Mr. Jones was very fond of Charles Dickens and he had decided to read aloud to us from David Copperfield, but first he asked several boys if they knew Dickens' birthplace, but no one guessed right. A boy called Brian, the biggest in the class, said: "Timbuktu", and Mr. Jones went red in the face. Then he asked me. I said: "Portsmouth", and everyone stared at me because Mr. Jones said I was right. This didn't make me very popular, of course.
"He thinks he's clever," I heard Brian say.
After that, we went out to the playground to play football. I was in Brian's team, and he obviously had Dickens in mind because he told me to go in goal. No one ever wanted to be the goalkeeper.
"He's big enough and useless enough." Brian said when someone asked him why he had chosen me.
I suppose Mr. Jones, who served as the judge, remembered Dickens, too, because when the game was nearly over, Brian pushed one of the players on the other team, and he gave them a penalty  . As the boy kicked the ball to my right, I threw myself down instinctively   and saved it. All my team crowded round me. My bare knees were injured and bleeding. Brian took out a handkerchief and offered it to me.
"Do you want to join my gang  ?" he said.
At the end of the day, I was no longer a stranger.

<question>:
The writer prepared to answer all of the following questions EXCEPT "  _  ".

<options>:
A How old are you?
B Where are you from?
C Do you want to join my gang?
D When did you come back to London?

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
I still remember my first day at school in London and I was half-excited and half-frightened. On my way to school I wondered what sort of questions the other boys would ask me and practiced all the answers: "I am nine years old. I was born here but I haven't lived here since I was two. I was living in Farley. It's about thirty miles away. I came back to London two months ago." I also wondered if it was the custom for boys to fight strangers like me, but I was tall for my age. I hoped they would decide not to risk it.
No one took any notice of me before school. I stood in the center of the playground, expecting someone to say "hello", but no one spoke to me. When a teacher called my name and told me where my classroom was, one or two boys looked at me but that was all.
My teacher was called Mr. Jones. There were 42 boys in the class, so _ , either, until the first lesson of the afternoon. Mr. Jones was very fond of Charles Dickens and he had decided to read aloud to us from David Copperfield, but first he asked several boys if they knew Dickens' birthplace, but no one guessed right. A boy called Brian, the biggest in the class, said: "Timbuktu", and Mr. Jones went red in the face. Then he asked me. I said: "Portsmouth", and everyone stared at me because Mr. Jones said I was right. This didn't make me very popular, of course.
"He thinks he's clever," I heard Brian say.
After that, we went out to the playground to play football. I was in Brian's team, and he obviously had Dickens in mind because he told me to go in goal. No one ever wanted to be the goalkeeper.
"He's big enough and useless enough." Brian said when someone asked him why he had chosen me.
I suppose Mr. Jones, who served as the judge, remembered Dickens, too, because when the game was nearly over, Brian pushed one of the players on the other team, and he gave them a penalty  . As the boy kicked the ball to my right, I threw myself down instinctively   and saved it. All my team crowded round me. My bare knees were injured and bleeding. Brian took out a handkerchief and offered it to me.
"Do you want to join my gang  ?" he said.
At the end of the day, I was no longer a stranger.

<question>:
We can learn from the passage that  _  .

<options>:
A boys were usually unfriendly to new students
B the writer was not greeted as he expected
C Brian praised the writer for his cleverness
D the writer was glad to be a goalkeeper

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
I still remember my first day at school in London and I was half-excited and half-frightened. On my way to school I wondered what sort of questions the other boys would ask me and practiced all the answers: "I am nine years old. I was born here but I haven't lived here since I was two. I was living in Farley. It's about thirty miles away. I came back to London two months ago." I also wondered if it was the custom for boys to fight strangers like me, but I was tall for my age. I hoped they would decide not to risk it.
No one took any notice of me before school. I stood in the center of the playground, expecting someone to say "hello", but no one spoke to me. When a teacher called my name and told me where my classroom was, one or two boys looked at me but that was all.
My teacher was called Mr. Jones. There were 42 boys in the class, so _ , either, until the first lesson of the afternoon. Mr. Jones was very fond of Charles Dickens and he had decided to read aloud to us from David Copperfield, but first he asked several boys if they knew Dickens' birthplace, but no one guessed right. A boy called Brian, the biggest in the class, said: "Timbuktu", and Mr. Jones went red in the face. Then he asked me. I said: "Portsmouth", and everyone stared at me because Mr. Jones said I was right. This didn't make me very popular, of course.
"He thinks he's clever," I heard Brian say.
After that, we went out to the playground to play football. I was in Brian's team, and he obviously had Dickens in mind because he told me to go in goal. No one ever wanted to be the goalkeeper.
"He's big enough and useless enough." Brian said when someone asked him why he had chosen me.
I suppose Mr. Jones, who served as the judge, remembered Dickens, too, because when the game was nearly over, Brian pushed one of the players on the other team, and he gave them a penalty  . As the boy kicked the ball to my right, I threw myself down instinctively   and saved it. All my team crowded round me. My bare knees were injured and bleeding. Brian took out a handkerchief and offered it to me.
"Do you want to join my gang  ?" he said.
At the end of the day, I was no longer a stranger.

<question>:
The writer was offered a handkerchief because  _  .

<options>:
A he threw himself down and saved the goal
B he pushed a player on the other team
C he was beginning to be accepted
D he was no longer a newcomer

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
For some reason, it takes constant reminders that weprimates need nurturing.
In a recent study of 46 babychimpanzee orphans, Kim Bard of the University of Portsmouth in England and her colleagues demonstrated that primate babies that have tight relationships with mother figures do much better oncognitive tests than babies who receive only food, shelter, and friendship with peers. But this is not breaking mews. In fact, it's old news.
In the 1950s, Harry Harlow conducted a series of experiments with baby monkeys that showed, without doubt, that lack of love and comfort makes for a crazy monkey.
Harlow constructed a cage that included a wire monkey "mother" topped with a plastic face. In this wire he fixed Mom with a milk bottle. The cage also held another wire mother covered with terry cloth. The baby monkeys spent all their time with the cloth mother and only went to the wire mother to feed, demonstrating that a soft touch beat something to eat any day.
Harlow's monkey work was important because, at the time, child care "experts" and everybody's grandmother had a "no touch, no comfort" policy toward children. They advised parents not to respond to crying babies, felt babies should sleep alone to grow up independent, and for God's sake put those kids down. But Harlow's work changed all that. Mothers were soon permitted to have their newborns next to them in the hospital.
The current chimp research based on Harlow's work shows that mother love not only makes for a psychologically well-adjusted child, but also makes for a smart kid. Bard and her colleagues evaluated the abilities of the chimps when they were 12 months old with standard human tests for children of that age, tests that ask little kids to imitate some action.
The highly raised chimps did better than the ones that were not loved, and what do you know, the well-raised chimps did even better than human kids on this small IQ test.
So we hear it once again. We are primates, social animals which need care and love. We need to be held and talked to and made to feel that at least one person wants to be with us all the time. And if we get that kind of connection, we are sure to be fine, even better than fine.

<question>:
The study Kim Bard and his colleagues did   _  .

<options>:
A included 46 baby and mother monkeys
B was nothing new to people about the findings
C showed that many chimpanzees lacked love when they were young
D showed that many chimpanzees had good relationships with their mothers

<answer>: