Pepys and his wife had asked some friends to dinner on Sunday, September 2nd, 1666. The servants were up very late on the Saturday evening, getting everything ready for the next day, and while they were busy they saw the glow of a fire start in the sky. By 3 o'clock on the Sunday morning, the glow had become so bright that one of the servants, Jane, woke her master to see it. Pepys went to the window to watch it. It seemed fairly far away, so after a time he went back to bed. When he got up in the morning, it looked as though the fire was dying down, though he could still see some flames. So he set to work to tidy his room and put his things back where he wanted them after the servants had cleaned everything. While he was doing this, Jane came in to say that she had heard that the fire was a bad one: three hundred houses had been burned down in the night and the fire was still burning. Pepys went out to see for himself. He went to the Tower of London and climbed up on a high part of the building so that he could see what was happening. From there, Pepys could see that it was, indeed, a bad fire and that even the houses on London Bridge were burning. Someone told him that the fire had started in a baker's house in Pudding Lane, and then the flames had quickly spread to the other houses in the narrow lane. So began the Great Fire of London, a fire that lasted nearly five days, damaged most of the old city and ended, so it is said, at Pie Corner. The fire started _ . A) on London Bridge B) in a baker's house C) because the lane was too narrow to allow people to come to help D) because people could not get enough water to put it out
B

I have many new teachers in high school, but Lori Runkle, my English Language and Composition teacher, is my favorite teacher. Ms. Runkle enjoys getting to know more about students, so I have many chances to talk with her after class. I have always wanted to become a journalist . Since Ms. Runkle used to be a journalist back in the United States, she has introduced many helpful journalistic writing skills to me. Although she is my teacher, Ms. Runkle and I are more like friends. She often invites my classmates and me to take part in different activities outdoors. For example, I went to listen to a journalist's speech, which helped me better understand current events . Not only does Ms. Runkle talk with me outside of school, she is also a great teacher in the classroom. English Language and Composition is a really hard subject for a second language learner. We felt worried in the beginning, but Ms. Runkle really makes an effort to help us out. In class, Ms. Runkle always encourages students to question everything to keep us active. One part of class I love the most is when groups of students are requested to give speeches on events that are happening in the world. It requires a lot of deep thinking and I really learn quite a lot from it. I love Ms. Runkle very much. She not only helps me to get good scores, but also acts as a good friend and always gives me advice on life. The author's favorite part of Ms. Runkle's class is when Ms. Runkle _ . A) tells them how to get good scores B) asks them questions about the world C) asks them to describe current events D) tells them about events that are happening
C

Do you have an emotional brain or a rational one? Researchers at Australia's Monash University have found actual difference in the brains of people who respond emotionally to others' feelings compared with those who respond more rationally. A study published in the journal NeuroImage has looked at whether people who have more brain cells in certain areas of the brain are better at certain types of empathy, according to Science Daily. Empathy is the ability to understand and share the feelings of another person, and the two types investigated were cognitive empathy and affective empathy. "Every day people use empathy with, and without, their knowledge to get around in the social world," said Robert Eres from Monash University's School of Psychological Sciences. "We use it for communication, to build relationships, and to increase our understanding of others." "People who are high on affective empathy are often those who get quite fearful when watching a scary movie, or start crying during a sad scene. Those who have high cognitive empathy are those who are more rational, for example a psychologist helping someone," explained Eres. The results of the study showed that people with high scores for affective empathy had more gray matter in a part of the brain called the insula, found right in the "middle" of the brain. Those who scored higher for cognitive empathy had more in a part called the midcingulate cortex--an area above the corpus callosum, which connects the two halves of the brain. The discovery "raises new questions--like whether people could train themselves to have more empathy, and whether those areas of the brain would become larger if they did, or whether we can lose our ability to empathize if we don't use it enough", according to Science Daily. "In the future we want to investigate further by testing whether training people in empathy-related tasks can lead to changes in these brain areas. We also want to investigate if damage to these brain areas, as a result of a stroke for example, can... Which of the following statements might Robert Eres disagree with? A) People use empathy when they are or aren't aware of it. B) People tend to use empathy to build relationships or understand others. C) People with higher affective empathy feel heart-broken when watching sad movies. D) People who are more rational have been found to have more gray matter in their brains.
D