I was born in New York, but I grew up in San Francisco. I began to live in London 25 years ago. If I am asked now where I want to live forever, I would say London. But I will always be American. San Francisco, like London, has many parks. Every day my sisters and I were taken to play in the parks as children. I didn't go to school. I only had three hours of formal education when I was five. I was sent to school in the morning but came home at noon on the first day. I said I didn't enjoy it and hadn't learned anything. My parents thought that school was unsuitable for me. They agreed with me, so I never went back to school. Then my mother taught me and my two sisters at home, in the way of an English lady who had good education. We learned languages and reading more than sciences and maths. Sometimes she taught us herself, but we also had other teachers. They asked us to take lessons every day. About once a week we walked to Golden Gate Park. While we were walking, my mother taught me to read music. One day I noticed a little toy train in the window of a shop and I remember now how I'd like to have it. I couldn't say "r" when I was small. My mother said if I could say an "r" well, I would have the toy train. I practiced and practiced. Then one morning I woke everybody up with my "r"s. I got the toy train. I usually get the things I want in life -- but I work hard for them. The writer didn't go to school in America because _ . A) his mother wanted him to go to school in English B) his parents didn't think formal education was right for him C) his mother wanted him to play outdoors in the parks D) he couldn't get on well with the other children
B
(Question)
A few years ago, when I was still in high school, I met a wonderful and warm teacher. At that time in my life, there were many changes to adjust to, apart from the usual teenage troubles. My parents had divorced, so my elder brother and I had chosen to stay with my dad. Due to the fact that he was keeping the house, we didn't have to move. During this time, my teacher took a special interest in me. Being my English teacher, she encouraged my mind to travel to creativity I had long given up. She brought me out of the shell I built. She became my mother, my older sister, my friend and my teacher. The one thing she couldn't do though was to make me more girly as growing up with only my dad and brother made me a real tomboy. Sometimes, I would be really immature , especially if she was scoring me less than others on purpose. She knew I could do better than what I was handing in and so pushed me to extend further than limits. When I finished school and then after college I was about to leave my hometowns she gifted me a watch that every second, with my pulse, should remind me of the one person who will forever wait and love me without reservation. Time has passed and our friendship is distant, but in my heart, soul and mind, she is the closest I ever got. The writer behaved herself like a boy because _ . A) she needed the love of mother B) she wanted to learn from her father and brother C) she lived with only men all the time D) her English teacher didn't care about her
(Answer)
C
Ques: People who have lost the ability to understand or use words due to brain damage are called aphasics . Such patients can be extremely good at something else. From the changing expressions on speakers' faces and the tones of their voices, they can tell lies from truths. Doctors studying the human brain have given a number of examples of this amazing power of aphasics. Some have even compared this power to that of a dog with an ability to find out the drugs hidden in the baggage. Recently, scientists carried out tests to see if all that was said about aphasics was true. They studied a mixed group of people. Some were normal; others were aphasics. It was proved that the aphasics were far ahead of the normal people in recognizing false speeches -- in most cases, the normal people were fooled by words, but the aphasics were not. Some years ago, Dr. Oliver Sacks wrote in his book about his experiences with aphasics. He mentioned a particular case in a hospital. Some aphasics were watching the president giving a speech on TV. Since the president had been an actor earlier, making a good speech was no problem for him. He was trying to put his feelings into every word of his speech. But his way of speaking had the opposite effect on the patients. They didn't seem to believe him. Instead, they burst into laughter. The aphasics knew that the president did not mean a word of what he was saying. He was lying! Many doctors see aphasics as people who are not completely normal because they lack the ability to understand words. However, according to Dr. Sacks, they are more gifted than normal people. Normal people may get carried away by words. Aphasics seem to understand human expressions better, though they cannot understand words. What do we learn from this text? A) People poor at one thing can be good at another. B) What one says reflects how one feels. C) Aphasics have richer feelings than others. D) Normal people often tell lies in their speeches.
Ans: A
Question: Music died here last spring, or rather, it was killed by members of the school committee who ignored the importance of music and drama as part of the high-school curriculum. The committee decided that teaching students how to take a standardized test is more important than a curriculum in which students can explore their interests in the arts as well as academics. Because the school system is running out of funding, it needs to make sure that students pass the mastery test or even more money will be lost. If students fail the state standardized test, it is not the fault of drama and music classes-- they are failing because the " academic" classes are not sufficient. It is painful to think of how many students will be discouraged from singing, acting, and playing instruments because school programs are no longer offered. Many families cannot afford private music lessons, and many potential musicians and artists may not find their calling if they are not exposed to it in school. The fact that the school committee thinks the arts are not worth the investment will certainly make some students believe the arts are not worth their time or support and the cycle will continue. Teaching for a test does not shape students into complete, well rounded people. It blocks the natural sense to create and express feelings through art-- there is more to life than the analytical thinking that math and English provide. What happens after a test? Sure, a student might graduate, but they will have limited knowledge -- certainly not a good preparation for the real world. The best title of the passage can be _ . A) Who Killed Music and Drama? B) Can Curriculum Go Without Music? C) Why is Music So Important? D) How To Prepare For the Real World?
Answer:
B