Read the article and select the best answer. Article: An allowance is an important tool for teaching kids how to make plans for the use of money, save and make their own decisions. Children remember and learn from mistakes when their own dollars are lost or spent foolishly. How large an allowance is suitable? Experts say there is not right amount. Actual amounts differ from region to region, and from family to family. To set an suitable allowance for your child, work up a weekly plan. Allow for entertainment costs such as movies and snacks. Next, include everyday expenses such as lunch money, bus fare, school supplies. "If you make the child responsible for these bills'," says Josephine Swanson, a consumer specialist, " he or she will learn to plan for necessary costs." Finally, add some extra money to make saving possible. If you can keep your child's allowance in line with that of his friends. A child whose buying power falls away below his peers' can feel left out. It can be tough, but don't excuse your children when they make a mistake with their allowance. When Brooke Stephens was ten and growing up in Jacksonville, her mother gave her $5 a week, $1.75 of which was for bus fare and lunch." If you lose your money," Brooke's mother told her, "you walk home." One week the girl spent all her allowance in a candy store, then she called home for a ride. " Mom made me walk home," recalls Stephens, now a financial planner in Brooklyn. " At first I was angry. But I finally realized that she was trying to teach me an important lesson. " Experts advise that an allowance should not be tied directly to a child's daily housework at home. Kids should help around the house not because they get paid for it but because they share responsibilities as members of a family. You might, however, pay a child for doing extra jobs at home, which can develop his or her early habits. Question: Why does the writer mention Brooke Stephens? Options: A: To question the opinion about pocket money. B: To compare Stephens with other financial experts. C: To explain that parents should be strict when children are developing good habits about money. D: To suggest pocket money is useless in developing a child's sense of responsibility.
C

Read the article and select the best answer. Article: Twenty-first century humanity has mapped oceans and mountains, visited the moon, and surveyed the planets. But for all the progress, people still don't know one another very well. That brings about Theodore Zeldin's "feast of conversation"-events where individuals pair with persons they don't know for three hours of guided talk designed to get the past "Where are you from?" Mr. Zeldin, an Oxford University professor, heads Oxford Muse, a 10-year-old foundation based on the idea that what people need is not more information, but more inspiration and encouragement. The "feast" in London looks not at politics or events, but at how people have felt about work, relations among the sexes, hopes and fears, enemies and authority, the shape of their lives. The "menu of conversation" includes topics like "How have your priorities changed over the years?" Or, "What have you rebelled against the past?" As participants gathered, Zeldin opened with a speech: that despite instant communications in a globalized age, issues of human heart remain. Many people are lonely, or in routines that discourage knowing the depth of one another. "We are trapped in shallow conversations and the whole point now is to think, which is sometimes painful," he says. "But thinking interaction is what separates us from other species, except maybe dogs...who do have generations of human interactions." The main rules of the "feast": Don't pair with someone you know or ask questions you would not answer. The only awkward moment came when the multi-racial crowd of young adults to seniors, in sun hats, ties and dresses, looked to see whom they would be 'intimate' with for hours. But 15 minutes later, everyone was seated and talking, continuing full force until organizers interrupted them 180 minutes later. "It's encouraging to see the world is not just a place of oppression and distance from each other," Zeldin summed up. "What we did is not ordinary, but it can't be madder than the world already is." Some said they felt "liberated" to talk on... Question: What can the "conversations" be best described as? Options: A: Deep and one-on-one. B: Sensitive and mad. C: Instant and inspiring. D: Ordinary and encouraging.
A

(Q).
Read the article and select the best answer. Article: I sometimes wonder if old Finchley has the right personality to be a research scientist. He keeps asking when he'll be coming back. After all, it was his own fault. Nobody tries out what has just been invented on themselves any more but Finchley. Well, he must have pumped about a thousand cc into himself before I noticed he was clearly becoming smaller. It was funny watching him, because his clothes remained the same in size. They simply piled up around him so that he looked like a small boy in his father's clothes. But he kept getting smaller and smaller. As my colleague Dawson and I watched him, he disappeared! All we could see was Finchley's clothes on the floor. They looked so strange, because the lab coat was on top, shirt and trousers inside and, I suppose, underclothes inside again. It gave me a strange feeling, and I think Dawson was a bit shaken, too. Dawson was sitting on his chair in front of a microscope he'd been using to examine a family of mites . He looked through the scope kind of absently again, and was nearly scared to lose awareness when he found old Finchley waving back from the other end. It seems as if Finchley had taken a free ride on a dust mite and landed on the land of the mite family. Of course, we didn't know till Finchley told us later. But anyhow, as I said, Dawson nearly passed out. He jumped off his chair and pointed at the microscope, too shocked to speak. Question: Finchley disappeared because _ . Options: A: he tried out what has just invented on himself B: his father's clothes totally covered him up C: he took something poisonous D: he was changed into a dust mite
(A).
A