(Q).
Read the article and select the best answer. Article: Big trees are incredibly important ecologically. For a start, they provide food for countless other species and shelter for many animals. With their tall branches in the sun, they capture vast amounts of energy. This allows them to produce massive crops of fruit and flowers that sustain much of the animal life in the forest. Only a small number of tree species have the genetic ability to grow really big. The biggest are native to North America, but big trees grow all over the globe, from the tropics to the forests of the high latitudes . To achieve giant size, a tree needs three things: the right place to establish its seedling, good growing conditions and lots of time with low adult death rate. Lose any of these, and you will lose your biggest trees. In some parts of the world, populations of big trees are dwindling because their seedlings cannot survive. In southern India, for instance, an aggressive non-native bush, Lantana camara, is invading the floor of many forests. Lantana grows so thickly that young trees often fail to take root. With no young trees to replace them, it is only a matter of time before most of the big trees disappear. Without the right growing conditions, trees cannot get really big and there is some evidence to suggest tree growth could slow in a warmer world, particularly in environments that are already warm. Having worked for decades at La Selva Biological Station in Puerto Viejo de Sarapiqui, Costa Rica, David and Deborah Clark and colleagues have shown that tree growth there declines markedly in warmer years. "During the day, their growth shuts down when it gets too warm, and at night they consume more energy because their metabolic rate increases," explains David Clark. With less energy produced in warmer years and more being consumed just to survive, there is even less energy available for growth. The darks' theory, if correct, means tropical forests would shrink over time. The largest, oldest trees would progressively die off and tend not to be replaced. According to the... Question: What is the best title of the passage? Options: A: Big trees in trouble. B: Advantages of big trees. C: Results of big trees' disappearing. D: Importance of big trees to humans.
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A

(Q).
Read the article and select the best answer. Article: Alan worked in an office in the city. He worked very hard and really looked forward to his holiday. He usually went to the seaside, but one year he saw an ad. in a newspaper "Enjoy country life. Spend a few weeks at William Farm. Good food, fresh air, horse riding, walking, fishing..." "This sounds like a good idea." he thought, I'll spend a month at William Farm. I'll go horse riding, walking and fishing. It'll be different from the seaside." Four days later, he returned home. "What's wrong with William Farm?" his friend Jack asked him, "Didn't you enjoy country life?" "Country life was fine," Alan said, "But there was another problem." "Oh, what problem?" "Well, the first day I was there, a sheep died, and we had roast mutton for dinner." "Fresh meat is the best." "I know, but on the second day a cow died, and we had roast beef for dinner." "Lucky you!" "You don't understand," Alan said, "On the third day a pig died and we had roast pork for dinner." "A different roast every day." Jack said. "Let me finish." Alan said, "On the fourth day a farmer died and I didn't want to stay there for dinner." Question: From the passage we know that _ . Options: A: Alan left the farm because he missed his family B: Alan left the farm because he had four dinners at the farm C: Alan left the farm because he couldn't go fishing at the farm D: Alan came back home because he was afraid of the fourth dinner
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D

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Read the article and select the best answer. Article: It is of great importance for students to be able to get a feel for the rhythm and sounds of a poem---more so than for most pieces of prose . This isn't always easy in a second language, and so listening to their teacher read the poem, or to a professional recording, perhaps by the poet or by an actor, is, I feel, necessary. As with any listening activity, students will need some kind of preparation and task so that they can be actively engaged. They might be asked to check predictions that arose from a warm-up discussion, to compare their suggested rhyming couplets with the poet's, or to identify stressed words and syllables. You might also want to get your students to listen to recorded or live discussions about poems. This can, for example, take the form of a couple of teachers or a group of students giving their views on a poem, or even an interview with the poet. I'm a big fan of jigsaw listening because of the natural information gap. If your school has the facilities, you might like to: divide your students into two, or even three groups give each group a different cassette or CD and tasks to work on then they come back together to share what they have learned. Remember that your own enthusiasm is a key factor in any activity relating to literature in the classroom. Finally, don't forget to encourage art for art's sake. Listening for pleasure, to poetry (or to anything else, for that matter), is to be fostered at every opportunity, because of the obvious benefits which include motivation, vocabulary acquisition and learner independence. Many good song lyrics could be termed poetry and treated accordingly in the classroom, copyright rules permitting. Question: Who do you think is this passage written for? Options: A: The students. B: The poets. C: The teachers. D: The readers.
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C