Traditionally poems would be recited and passed from poet to poet through the ages. It is only recently that poetry is something that one reads alone, rather than reciting to an audience. At some point in the education of any student majoring in poetry, one will attempt to memorize a poem, and possibly recite it to someone else. Chances are that you have already memorized thousands of lines of verse in the form of lyrics. How did you memorize the lyrics of songs? You simply listened to songs you liked over and over again until you almost couldn't help but have them memorized. Memorizing poetry isn't much different. You start with a poem you like, recite it to yourself over and over again, and you get to know it. One of the best aspects of learning a poem by heart is that you get to take a poem inside of yourself. It becomes a part of you. When you memorize a poem, it is no longer just a poem, but yours. It's in your head, and you can call it up from memory as you would in any other experience. Also, memorizing a poem is a great way to truly get to understand languages, and consider every phrase, line, and word. You can practice varying the sounds, adding pauses and emphasis in different spots to try to find the most accurate tone for the poem. In a way, you never really know a poem until you've memorized it. Once you know it, you'll be able to recite it, like a jazz musician improvising inside a song's boundaries - adding his own words or re-wording a section to make it his own. What can we infer from the text? A) Varying the original sounds can damage the beauty of poetry. B) Readers can change the language of a poem to remember it. C) Many college students choose to major in literature at present. D) Memorizing poems can pave the way for writing poems.
D
(Question)
You can't hide a natural disaster from children, so how do we prepare them for it? First of all, you should explain to them that acts of nature aren't necessarily disasters but can become one. These may include floods, hurricanes, tornadoes, winter storms, wild fires, and earthquakes. The way to prepare children for these disasters is to educate them about what each type is and then make it fun by making them "Disaster Masters" or whatever title you can think of. Making them a Disaster Master won't be easy. They must know what's in a disaster emergency kit and why it's included. You can get your friends involved, too. If your friends have children, they may want to be involved in your emergency preparations. Make it a group project. This is the opportunity for everyone to become familiar with the equipment. We have to be aware of our conduct and the way we react to stress. The children will be easily influenced by your attitude and _ . The calmness, steady manner, and good humor of your spouse and you will go a long way toward the easing or the reduction of stress. Explain to them what they're likely to encounter or see and describe how people may react. Disasters can come and go very quickly and generally don't last long. If you must stay away from home, try to get into a routine quickly and encourage them to make new friends. Let them know they can look to their parents and other adults if they become scared or confused. And it's important to let them know it's OK to cry during a disaster. It's sometimes helpful to let the children draw pictures of what they've experienced. Encourage them to write what they learned and what could have been done better. Save the story. Make it part of a documented family history! The author wrote the passage mainly for _ . A) parents B) young children C) teachers D) college students
(Answer)
A
Ques: 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. What was the writer's attitude to the watch given by the teacher? A) She considered it to be very useful. B) She valued it very much. C) She kept it very well. D) She wanted to do something later in return for it.
Ans: B
Ques: Originally, both the British and the American spoke with a rhotic accent. Rhotic essentially means an accent where the letter "r" is pronounced strongly after a vowel . Rhotic accents are strong in both the US and Scotland, but seem to have disappeared from British English and its _ , such as Australian English and New Zealand English. The major American accent -- the typical accent of the mid-western US -- is rhotic, and British English is, as a rule, non-rhotic. Specifically, US speakers pronounce every "r", wherever they appear in a word. Most British speakers (and you will note that there are some British Isle accents that are strongly rhotic, like US) do not pronounce every "r". Americans stress the "r" at the end of words such as "teacher" or "neighbour", but in many non-rhotic British accents it is more of a "schwa" (an unstressed sound) so it comes out as, "teacha" (unstressed) or "neighba". This main difference also differs across the country of origin. For example, the US has a clear difference in the accents between people of the north and south, not to mention less clear differences across the states. Similarly, British people have a different accent according to their locality. The "cockney " accent is greatly different to the middle and upper class accents. Another common difference appears to be that Americans pronounce words such as "herbal" without the "h". Syllables may be stressed differently, too. "Oregano" in the US tends to be pronounced "o-reg-a-no" while in British English it is more likely to be "o-reg-AH-no". When a rhotic accent occurs, _ . A) the letter "r" is silent in any positions B) the letter "r" is sounded after a vowel C) the ending syllable of a word is stressed D) the ending syllable of a word is unheard
Ans:
B