Article: The average man who uses a telephone couldn't explain how a telephone works. He takes for granted the telephone, the railway train , the airplane, as our grandfathers took for granted the miracles of the gospels . He neither questions nor understands them. It is as though each of us investigated and _ only a tiny circle of facts. Knowledge outside the day's work is regarded by most men as a gewgaw .Still we are usually in reaction against our ignorance.We excite ourselves sometimes and think deeply.We enjoy thinking about anything at allabout life after death or about such questions as is said to have puzzled Aristotle."Why sneezing from noon to midnight was good,but from night to noon unlucky".One of the greatest joys known to man is to take such a flight into ignorance in search of knowledge.The great pleasure of ignorance is.after all.the pleasure of asking questions.The man who has lost this pleasure or exchanged it for the pleasure of dogma ,which is the pleasure of answering,is already beginning to stiffen .One envies so inquisitive a man as Jewell,who sat down to the study of physiology in his sixties.Most of us have lost the sense of ignorance long before that age.We even become proud of our squirrel' store -house of knowledge and regard increasing age itself as a school of omniscience .We forget that Socrates was famous for wisdom not because he was Mr. know-all but because he realized at the age of seventy that he still knew nothing. Question: From the passage we may infer that_. Yes or no, is the answer "the writer values those who often ask "why""?
No

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Article: Make Up Your Mind to Succeed Kind-hearted parents have unknowingly left their children defenseless against failure. The generation born between 1980 and 2001 grew up playing sports where scores and performance were played down because "everyone's winner." And their report cards sounded more positive than ever before. As a result, Stanford University professor Carol Dweck, PhD, calls them "the overpraised generation." Dweck has been studying how people deal with failure for 40 years. Her research has led her to find out two clearly different mind-sets that have a great effect on how we react to it. Here's how they work: A fixed mind-set is grounded in the belief that talent is genetic - you're a born artist, point guard, or numbers person. The fixed mind-set believes it's sure to succeed without much effort and regards failure as personal shame. When things get difficult, it's quick to blame, lie, and even stay away from future difficulties. On the other hand, a growth mind-set believes that no talent is entirely heaven-sent and that effort and learning make everything possible. Because the ego isn't on the line as much, the growth mind-set sees failure as a chance rather than shame. When faced with a difficulty, it's quick to rethink, change and try again. In fact, it enjoys this experience. We are all born with growth mind-sets. (Otherwise, we wouldn't be able to live in the world.) But parents, teachers, and instructors often push us into fixed mind-sets by encouraging certain actions and misdirecting praise. Dweck's book, Mind-set: The New Psychology of Success, and online instructional program explain this in depth. But she says there are many little things you can start doing today to make sure that your children, grandchildren and even you are never defeated by failure. Question: What should parents do for their children based on Dweck's study? Yes or no, is the answer "Encourage them to learn from failures."?
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No

Ques: Article: Thanksgiving time came and all the relatives were gathered around the long table, or seated behind TV trays.The television was on and some folks were watching it while talking with one another.Something on television got their attention and one of the adults said, "Listen at it!" Someone else replied."Well, if that don't beat all." Simple phrases were spoken by folks whose language was simple and brief.They had several idioms that were just as colorful phrases and words that brightened the room and warmed the conversation.In school we were taught to speak differently.The way our relatives spoke was discouraged.Sometimes our parents would say things we weren't taught in school.They'd often correct themselves, as if getting rid of a mistake.Of course we learned some of their phrases and used them.They were comfortable words to pronounce, familiar. Our father's side of the family was from Arkansas and Oklahoma and they spoke with the accents native to their birth states.Their voices musical and often high , it was easy to pick up that effect in our own speech and at school my brother and I were often teased for the way we spoke.Our mother's side of the family came from Illinois and they had a tendency to talk fast.They had an accent, too, and my brother and I added that to our own speech, confusing the kids at school all the more.Our father's side of the family loved to laugh and have a good time.Our mother's side of the family was more serious about how they took life in; their joys more silently experienced and enjoyed.It was a rich picture of culture and it gave my brother and me a colorful view in life. Thanksgiving holiday was always an easy comfortable going day.It was the first real holiday of the season when everyone came together in one place, and a good time was spent happily together by all. Question: From the text we can know that _ . Yes or no, is the answer "parents tried to avoid affecting their kids with their dialects"?
Ans: No

Ques: Article: Not being the best but touching the limits of your ability. This belief came from my third grade teacher, the most trusted and loved person in my life. Mr. Myrus was always perfectly dressed and spoke with the conviction that talking to small kids didn't mean that he had to sacrifice proper pronunciation or grammar. And he was demanding. Oh, he wasn't unreasonable or cruel; he simply felt that no matter what your best was, you should achieve it. As luck would have it, I met him again as my eighth grade math teacher. I was not, nor ever will be, gifted in math. And thirteen-year-old girls do not have the energy to devote to something like square roots . I remember our struggles, "I don't know the answer. I can't do it.!" "Perhaps you don't know the answer," he would say quietly. "Do you think we might figure it out together? How do you know what you can do until you try?" Mr. Myrus lived around the corner, and I would often stop by to talk while he worked in his wood shop. In this room of sawdust, wood chips, and the smoke from the woodburning stove, I felt respected and valued as a person. I knew there was someone who liked me for who I was, someone who, while he always wanted me to do my best, let me know that if I had really tried, that was enough. Mr. Myrus was my teacher and my friend. He taught me to be kind. He taught me my own value. He taught me about honor, about truth, and about doing my best--and that all feelings and beliefs have dignity and deserve respect. And of all the things I know, this I believe: We can't all be "the" best, but we can, each of us, be our best, and I know that's true because Mr. Myrus told me. Question: Which of the following may Mr. Myrus agree with? Yes or no, is the answer "Whatever you do, spare no effort."?
Ans:
No