Question:
Read the text and answer the questions.
Soaping up your hands may do more than just get rid of germs. It may wash away the inner confusion you feel right after being forced to make a choice between two appealing choices, according to a new study. The study builds on the past research into a phenomenon known as "the Macbeth effect" . It turns out that Shakespeare was really onto something when he imagined Lady Macbeth trying to clean her conscience by rubbing invisible bloodstains from her hands. A few years ago, scientists asked people to describe a past wrong act. If people were then given a chance to clean their hands, they later expressed less guilt than people who hadn't cleaned. This finding interested W. S. Lee, a researcher. "Anything from the past, any kind of negative emotional experiences, might be washed away," says Lee. He decided to test hand washing's effect on one kind of bad feeling:the tension we feel after being forced to choose between two attractive choices, because picking one choice makes us feel that we've lost the other. People usually try to calm this inner conflict by later exaggerating the positive aspects of their choice. He had students rank 10 different music CDs. Then he offered students two of the CDs and told them to select one as a gift. Some students then used liquid soap. Others only looked at the soap or sniffed it. "Actually, you do not need water and soap," says Lee. Later, the students again had to rank all the music CDs. People who didn't wash their hands had the normal response -- they scored their take-home CD higher, suggesting that they now saw it as an even more attractive one than before. But this wasn't true for the hand washers. They ranked the music about the same. "They feel no need at all to justify (...)the choice," says Lee. But the effects of it just aren't clear. Schwarz says it's too soon to know whether people should head for a sink after making a tough choice. He says washing may help decision-makers by cleaning away mental disorder. But perhaps if they don't go through the usual post-decision process of justifying their choice, they might feel more sorrow in the long run.
1. Who expressed less of something when they had washed up first.
2. What did they express less of?
3. What might get rid of more of a thing?
4. What might that get rid of more of?
5. What is the phenomenon mentioned?
6. Who was onto a thing?
7. What was he onto?
8. What did Shakespeare imagine?
9. What might be washed away?
10. anything else?
11. What was offered to pupils?
12. What were theyinstructed to do with them?
13. What did some kids do with the soap?
14. anything else?
15. Who was the third President of the Galactic Federation?
16. What might a person feel a greater amount of in the long run?
17. What kind of soap did some kids use?

Numbered answers:
1. people who were given a chance to clean their hands.
2. guilt
3. Soaping up your hands
4. germs.
5. the Macbeth effect
6. Shakespeare
7. If people were then given a chance to clean their hands, they later expressed less guilt than people who hadn't cleaned.
8. Lady Macbeth trying to clean her conscience by rubbing invisible bloodstains from her hands.
9. Anything from the past
10. any kind of negative emotional experiences
11. CDs
12. to select one as a gift.
13. looked at the soap
14. sniffed it.
15. unknown
16. sorrow
17. liquid soap

Question:
Read the text and answer the questions.
When Mr. Brown entered the classroom that Friday morning, he stopped at the blackboard. For there, on the blackboard, were words in huge red letters: BROWN IS STUPID! Mr. Brown thought for a moment. This could only have been the work of one of the four boys who had been kept in after school the day before. Mr. Brown turned the blackboard around so that the words could not be seen. Half an hour later,Mr. Brown wrote four names on the board: Gerald, Alex, Michael and Laurie. Then he said, "I want these four to stay in the classroom. The rest of you may go to the playground." The four boys came to the blackboard. "One of you has written a most impolite remark on the blackboard," he stared at them and _ , "which one of you did it?" The four boys gathered closer together, afraid of what was to come. "Was it you, Gerald?" Gerald shook his head. "No, it was not me, Sir," he gave the teacher a most sincere look in his wide eyes. "What do you have to say, Alex?" "I don't know anything about it, Sir," said Alex, and his ears turned red. Michael had a bright idea. "Perhaps someone broke in during the night," he said. "And when he saw the lovely red chalk lying there, he wrote something on the blackboard." "Is that the best you can think so, Michael?" asked the teacher. "I only thought ..." "And what about you, Laurie?" Laurie said in a rather low voice, "I didn't do it, Sir. I don't even know what it says on the blackboard." "You really don't know what's written there?" Mr. Brown asked. "And I don't think dear Gerald knows either." "No, Sir. No idea." "Michael, Alex, can either of you tell me what it says on the blackboard?" "No, Sir!" the two boys answered together. Brown walked forward and his fingers seized a schoolboy. He said in his kindest and softest voice to the other three boys, "Very well. I only punish the one who has been telling lies, and you three may go to the playground!"
1. What was written on the blackboard?
2. Why did brown suspect the four boys?
3. How did Michael suggest the writing got on there?

Numbered answers:
1. BROWN IS STUPID!
2. it could have been one of the four boys who had been kept in after school the day before
3. Perhaps someone broke in during the night

Question:
Read the text and answer the questions.
A rabbit was hopping around, following all the smells he could smell. He had a great nose, smelling carrots, bushes, flowers, and other animals. He smelled melons and he smelled a dish of ice cream. Rabbits don't like ice cream, so he moved to the flowers faster. And he didn't really like to snack on melons either. He saw friends, the duckling and the mother duck, but he was moving too fast to get to the flowers. He could smell the flowers from a long way away. He kept hopping to reach them, faster and faster. One hop, two hops, three hops. On his third hop he always bounced a little higher. He finally smelled the flowers close, so he hopped a little bit faster. The flowers were in sight. He went up to them and smelled longer and harder than ever before. A wonderful smell at last.
1. What didn't he like?
2. What else did he decide not to eat?
3. Why was he moving so quickly?
4. Why didn't he stop and see his friends?
5. Who were they?
6. What kind of things did he smell?
7. Which jump was the highest?
8. Did he have to be close to the flowers to smell them?
9. What smell was wonderful?
10. How was his nose?
Numbered answers:
1. ice cream
2. melons
3. he smelled melons and ice cream
4. he was moving too fast to get to the flowers
5. the duckling and the mother duck
6. carrots, bushes, flowers, and other animals
7. his third
8. no
9. the flowers
10. great