Read the following article and select the best answer. Article: As a published author with a degree in English, 33-year-old Tom Williams has achieved more than many people will in a lifetime. What makes those achievements more impressive is that he's dyslexic. At school Tom, who has worked as a literary agent and now has a full-time job with a digital publishing company, would often find keeping up in lessons so tiring that he would fall asleep. "I found it quite frustrating that everybody else had neat handwriting and could spell and I just couldn't do what they could," says Tom, who has written a respected biography of crime writer Raymond Chandler. It wasn't until the age of 17 that he was given a test for dyslexia that showed why he'd struggled for so long. He was always studying for A-levels including English. "My teacher didn't think I'd get the grades I was capable of," he says. "So she pushed for me to be tested and I'm grateful that she did." Until his diagnosis Tom had been ranked somewhere in the middle of his classes at school. He couldn't understand why assignments would come back covered in red ink. However, after Tom's diagnosis, when his condition began to be taken properly into account, he found himself at the top of the class. To study English well, he wrote down new words as he came across them and tried to find somewhere quiet and well lit to read and write. He says people were often surprised that someone with dyslexia wanted to pursue a degree in English. Similarly, when he went to study at University College London, the tutors were initially taken aback at his degree choice. Not everyone understands dyslexia so well. "If teachers aren't trained to recognize signs of dyslexia, they'll think children are less able," he says. To make sure that doesn't happen and to encourage a deeper understanding of the condition among those affected by it, Tom becomes a supporter of the charity Dyslexia Action. Question: We can know from the passage that kids with dyslexia tend to . - be good at learning a new language - have trouble in reading and writing - have natural abilities to become a writer - be unable to stay focused on something
have trouble in reading and writing

Read the following article and select the best answer. Article: "There's no point in talking with you: you don't understand me. You don't even know me." A teen spits these words at a parent, who is hurt and annoyed. How can her own child say these things? She's worked hard getting to know him, learning to read his feelings from his voice and gestures. How can her own child now say to her, "You don't know who I really am"? Nothing shakes a parent's confidence as much as the starting of a child's adolescence. The communication that has flowed easily through words, glance and touch becomes a minefield Recent discoveries that the human brain undergoes specific and dramatic development during adolescence offer new "explanations" of teen behavior, particularly of the impulsiveness of teenagers. During this development, there may be too many synapses for the brain to work efficiently, the mental capacities of decision-making, judgment and control are not mature until the age of twenty-four. An old explanation is that anger hormones account for the apparently unreasonable moodiness of teens. Though hormones do play a role in human feelings, the real task of adolescence, and the real cause of the unrest, is the uncertainty of teenagers about who they are, alongside their eagerness to establish a sense of identity. This involves self-questioning, self-discovery and self-development across a range of issues, including sex, faith, intellect and relationships. A sense of who we are is not a mere luxury; without it we feel worthless. A teen often looks upon his or her friends sa models: " I don't know who I am, but I know who he is, I'll be like him," is the underlying thought. Parents also become such mirrors: teens want that mirror to reflect back to them the vividness and clarity they themselves do not feel. Arguments with parents can often be understood in this context. While those common teenager-parent quarrels, which explode every few days, are often over small things such as homework, housework, and respect; a teenager's real focus is on a parent's recognition of his... Question: What do we learn from the text? - Parents hate talking to their children because they can't understand them. - The brains of teenagers work more efficiently because of the synapses. - Hormones are the real causes of unrest and moodiness in teens. - What teens really care about is being recognized by their parents.
What teens really care about is being recognized by their parents.

Q: Read the following article and select the best answer. Article: There are two kinds of memory: short-term and long-term. Information in long-term memory can be remembered at a later time when it is needed. The information may be kept for days or weeks. However, information in short-term memory is kept for only a few seconds, usually by repeating the information over and over. The following experiment shows how short-term memory has been studied. Henning studied how students who are learning English as a second language remember vocabulary. The subjects in his experiment were 75 college students. They represented all levels of ability in English: beginning, intermediate , and native speaking students. To begin, the subjects listened to a recording of a native speaker reading a paragraph in English. Following the recording, the subjects took a 15-question test to see which words they remembered. Each question had four choices. The subjects had to circle the word they had heard in the recording, Some of the questions had four choices that sound alike. For example, weather, whether, wither, and wetter are four words that sound alike. Some of the questions had four choices that have the same meaning. Method, way, manner, and system would be four words with the same meaning. Finally the subjects took a language proficiency test. Henning found that students with a lower proficiency in English made more of their mistakes on words that sound alike; students with a higher proficiency made more of their mistakes on words that have the same meaning. Henning's results suggest that beginning students hold the sound of words in their short-term memory, and advanced students hold the meaning of words in their short-term memory. Question: The passage centers on _ . - memory - two kinds of memory - short-term memory - an experiment on student
A: short-term memory