Problem:OPTIONS:
- A news report.
- A science fiction.
- A park guide.
- A biology magazine.

Read the following article and answer the question. Article: Certain animals know without analysis the difference between a number of objects and a smaller number. In his book The Natural History of Selbourne (1786), the naturalist Gilbert White tells how he _ removed one egg a day from a kind of bird Plover's nest, and how the mother laid another egg each day to make up for the missing one. He notes that other kinds of birds ignore the loss of a single egg, but if more than one egg has been removed, they will give up their nests. It has also been noted that a certain type of bees always provides five--never four, never six--caterpillars for each of their eggs so that their young have something to eat when the eggs have hatched out. Research has also shown that both mice and pigeons can be taught to distinguish between odd and even numbers of food pieces. These have led some people to think that creatures can actually count. They also point to dogs that have been taught to respond to questions about numbers with the correct number of barks. Animals respond to quantities only when they are connected to survive as in the case of the eggs, or survive as in the case of food. They can "count" only when the objects are present and only when the numbers involved are small--no more than seven or eight. In lab experiments, animals which are trained to count one kind of objects were unable to count any other type. What interests them are the objects, not the numbers. Animals' achievements simply are not equal to evidence of counting. They only show the results of clever, careful training. Question: Where does this text probably come from? Answer:
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A: A biology magazine.

Problem:OPTIONS:
- play more video games instead of watching TV
- be active in taking part in outdoor activities
- be more active in watching educational TV programmers
- attend religious services and care for politics

Read the following article and answer the question. Article: The researchers used a national long-term survey of adolescent health to investigate the relationship between media use and depression. They based their findings on more than four thousand adolescents who were not depressed when the survey began in 2000. As part of the survey, the young people were asked how many hours of television or videos they watched daily. They were also asked how often they played computer games and listened to the radio. Media use totaled an average of five and one-half hours a day. More than two hours of that was spent watching TV. Seven years later, in 2007, more than seven percent of the young people had signs of depression. The average age at that time was twenty-one. The researchers say they did not find any such relationship with the use of other media such as movies, video games or radio, etc. But the study did find that every extra hour of television meant an eight percent increase in the chances of developing signs of depression. Young men were more likely than young women to develop depression given the same amount of media use. The study didn't explore if watching TV causes depression. But one possibility is that it was taking time away from activities that could help prevent depression. Last December, the journal Social Indicators Research published a study of activities that help lead to happy lives. Sociologists from theprefix = st1 /UniversityofMarylandfound that people who describe themselves as happy spend less time watching television than unhappy people. The study found that happy people are more likely to he socially active, to read, attend religious services and to vote. Question: We can conclude that a teenager should _ Answer:
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A: be active in taking part in outdoor activities

Problem:OPTIONS:
- they weren't using seat belts
- they were too careful when they walked on the road
- they were not old enough to sit in the car
- they wore seat belts

Read the following article and answer the question. Article: Everyone gets sick of hearing. "Put on your seat belt!"But it's good advice. People who wear seat belts are 45 percent less likely to be killed while riding in the front seat of a car. The US government wants more seat belt laws. It says children aged 4 to 15 are often killed in car accidents. In 2005, there were 1,627 children aged 4 to 15 killed in car accidents. More than 1,000 of those children were not wearing seat belts. If they had been wearing seat belts, 500 of those children could be alive today. These children are too old to be in car seats, but they often sit in the back seat. Seat belt laws in many states, including Wisconsin, only require people in the front seat to wear seat belts. Children who aren't wearing seat belts can be thrown from the car. The risk of dying in an accident is three times greater if the person is thrown from the car. New laws could require children aged 4 to 8 to be in booster seats in the car. Booster seats help seat belts fit children properly. Right now, only 5 percent of children aged 4 to 8 are seated in booster seats. While parents have the choice of whether wearing seat belts or not, children are too young to make that choice. Even if you decide not to wear a seat belt, make sure you children are in seat belts and car seats. It's the law and it will save their lives. Question: More than two-third of 1,627 children were killed because _ . Answer:
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A: they weren't using seat belts

Problem:OPTIONS:
- the writer is a person who never gives up
- the blindness has made the writer lose heart
- winning a gold medal is impossible for the writer
- the writer has never received any training in sports

Read the following article and answer the question. Article: I spent my childhood walking a fine line between being an energetic young boy and avoiding contact sports to protect my eyesight. I had lost the sight in one eye at the age of five, so instead of football, I put my energy into rowing and sailing. By the time I was 22, I was working towards rowing for my country. Then, during a training session, I noticed my vision was unclear in my remaining eye. I had an operation and spent two weeks with bandages over my eyes. Sadly, it didn't work, and the second operation two months later was also a failure. My world came crashing down. I had been flying high---- as well as my shining rowing career, I had been about to take my finals and get a job in the city. Now, as my fellow graduates celebrated their results, I lay in my childhood bedroom, angry. I would wake up in the morning and convince myself I could see a shadow, but I felt bitterly angry when I realized I couldn't. Previously, I had lots of assumptions about blind people, but now I joined their ranks. I had no choice but to change my attitude. I started to realize that my challenge was not about seeing but about creating a new life for myself. The simple pleasure of just sitting in a cafe and watching the world go by or even making eye contact with anyone is no longer possible. I had to rethink how to engage with the world. As much as I disliked the things of blindness---- white sticks, talking computers and guide dogs---- I welcomed these as the tools that would enable me to regain my independence. I moved out of my mum's house and got a job in entertainment. I also started seeking out projects that would help me get out and mix with people. A big part of my identity has always been about the thrill of competing---- success and failure. I am excited when I am giving it my all, so I started to compete again, first in rowing and then in extreme physical challenges such as completing six marathons in seven days in Gobi desert. Filling my life with experiences helped to sweep the blindness to one side. It took me... Question: We can learn from the passage that _ . Answer:
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A:
the writer is a person who never gives up