Question: Read the following article and answer the question. Article: How many times a day do you check your email? When you wake up? Before bed? A dozen times in between? The technology that was supposed to simplify our lives has become the vital time-suck: the average teen spends more than seven hours a day using technological devices, plus an additional hour just text-messaging friends. The advantage of technological devices is connectedness: email lets us respond on the go, and we are in touch with more people during more hours of the day than at any other time in history. But is it possible we're more lonely than ever, too? That's what MIT professor Sherry Turkle observes in her new book, Alone Together, a fascinating portrait of our changing relationship with technology. Turkle details the ways technology has redefined our comprehension of closeness and loneliness--and warns us of the danger of accepting such virtual relationships in place of lasting emotional connections. For Turkle, the biggest worry is the effect all these shallow connections have on our development. Is technology offering us the lives we want to live? "We're texting people at a distance," says Turkle, "We're using lifeless objects to convince ourselves that even when we're alone, we feel together. And then when we're with each other, we put ourselves in situations where we are alone--constantly on our mobile devices. It's what I call a perfect storm of confusion about what's important in our human connections." What can't be denied is that technology, whatever its faults, makes life a whole lot easier. It allows us to communicate with more people in less time and makes conversation simple. But it can also be seductive , providing more stimulation than our natural lives. There are usually some unhealthy videos online which remove teenagers' attention from their schoolwork. Besides, some online activities make people addicted, which occupied their daily life and affected their ability to form real-world relationships."Technology can be more immediately satisfying than the labor of building an intimate... Question: What is the main purpose of the passage? Answer:
OPTIONS:
- To instruct people how to do with emails.
- To stress the importance of technology.
- To promote a wider use of technological devices.
- To lead us to consider what's important in human connections.
Answer: To lead us to consider what's important in human connections.

input with options: Read the following article and answer the question. Article: My life began much like most children before my father left us. I grew up without knowing what a father was and no one was there to teach me how to behave and how to tell right from wrong. Because of this, I developed problems with alcohol and spent seven years as a boy in the street, before ending up in a rehab clinic when I was 20. Inside I met my counselor , Bill, and he taught me a lot of things. The main thing was the gift of giving. It was the night before an important test and I was very nervous. Bill saw this and suggested that we should go out for a walk. As we walked and talked, Bill suggested we should go for a coffee. I told him I was broke, and when I got paid, I would pay him back. He stopped then and looked at me in a serious but loving way and said, "No, you won't." He told me that I didn't owe him anything and he was doing this because he wanted to. He then told me something that has followed me to this day, "One day you'll be around someone and they'll need a coffee, and you'll be able to buy it for them. That's how you can pay me back." I'm a primary school teacher now; far away from the life I had ten years ago. My job is simple and I buy young people coffee now. Bill taught me how to do that. Question: One night, Bill invited the author to go out for a walk to _ . Answer:
OPTIONS:
- have a cup of coffee
- teach the author a lesson
- make the author less nervous
- make friends with the author
output: make the author less nervous

Q: Read the following article and answer the question. Article: Liah Kaminer remembers hearing the shock from the audience when two seniors rapped the words "raise your hand like a Nazi" at a school assembly during her sophomore year. It wasn't the only instance of anti-Semitism that Kaminer, 17, of Hall High School in Connecticut, says she witnessed at her school. There were other comments, like a boy asking two other students in her class if they were Jewish. When they replied that they weren't, he said, "Oh, good." Kaminer recalled. He patted them on their backs and said, "You're one of us." Kaminer, who is Jewish, said she was hurt by the remark, and after a while she got tired of seeing such comments swept under the rug . So she decided to take action. After reaching out to the administration and connecting with social studies department supervisor Stephen Armstrong, Kaminer and Armstrong put together a class on anti-Semitism. They presented it to every ninth-grade social studies class during the last week of school this year. In the class, Kaminer and Armstrong showed a clip from the ABC show, What Would You Do? where actors portrayed a Jewish couple and a bakery employee who yelled at them with anti-Semitic comments. They had class discussions about what stereotypes students had heard. "I was a little surprised and confused by how much of this still goes on at Hall." Armstrong said. "That's why we're doing this. Although students are taught about the Holocaust in history classes, it's a pity that kids are seldom asked to think about this topic in a present-day situation." "The fact that a teenager was teaching her fellow students made the class more effective." Armstrong said. "I could have done it - a couple of classes I did it myself - but it was a lot more effective when a kid was with me. It wasn't just some teacher talking. It was a kid who had experienced some of the stuff very personally." Question: According to Stephen Armstrong, Liah Kaminer _ in the class on anti-Semitism. Answer:

OPTIONS:
- did most of the teaching
- taught her classmates about the Holocaust of World War II
- used her personal experience to correct people's stereotypes
- mainly explained common misunderstandings about Jewish people

A: used her personal experience to correct people's stereotypes

Q: Read the following article and answer the question. Article: People use money to buy food, furniture, books, bicycles and hundreds of other things they need or want. Most of the money today is made of metal or paper. But people used to use all kinds of things as money. One of the first kinds of money was shells. Shells were not the only things used as money. In China, cloth and knives were used. In the Philippine Islands, rice was used as money for a long time. Elephant tusks, monkey tails, and salt were used as money in parts of Africa. Some animals were used as money too. The first metal coins were made in China. They were round and had a square hole in the center. People _ them together and carried them from place to place. The first coins in England were made of tin . Sweden and Russia used copper to make their money. Later countries began to make coins of gold and silver. Later the Chinese thought of a way to improve money. They began to use paper money. Money has had an interesting history from the days of shell money until today. Question: The word "strung" in the passage probably means_." Answer:

OPTIONS:
- came
- tied
- put
- made

A:
tied