It was Saturday, so Mr. Smith did not have to go to work. It had snowed heavily the night before, and Mr. Smith's son Bobby had a new sledge , which he had been very eager to try out for a long while. There was a good slope in a park not far away from the Smiths' house -- a slope which children often used for their sledges, so Mr. Smith agreed to take Bobby there in the car. They put the sledge in and went off. When they reached the park, they found that there were already a lot of boys there, each boy with a sledge of his own. They were sliding down the slope at great speed, and then pulling their sledges up again for another go. Mr. Smith stood by, watching them with a smile. It was obvious that each and every one of them had much fun. After a few moments, Mr. Smith suddenly saw among the boys a kid who was small and poorly-dressed, and did not have a sledge. This boy had flattened out one old cardboard box, and was sliding down the slope on that. Mr. Smith felt very sorry for this poor boy, and determined to tell his son Bobby to share his new sledge with the boy. But before he could catch Bobby to speak to him, he was somewhat surprised -- and much more delighted -- to notice that several of the older boys in the park were already offering the poor boy their nice sledges. Mr. Smith watched them with greater interest -- and suddenly realized that the bigger boys were not doing this because they felt sorry for the poor boy, but because they enjoyed riding on his cardboard box more than on their own sledges. They were actually waiting eagerly and impatiently for a turn on the flattened cardboard box! What did Mr. Smith notice shortly after arriving at the park? A) Some boys were waiting for their turns to slide patiently. B) A poor boy didn't have a sledge but a flattened cardboard box. C) A big boy was sliding down the slope on a sledge at great speed. D) Many boys offered to share their own sledges with each other.
B
(Question)
Language-learners who say they never or hardly ever use dictionaries often speak English well but usually write poorly, because they make many mistakes. The students who use dictionaries most do not learn especially well either. The ones who look up every new word do not read fast. So they do not have time to read much. Those who use small two-language dictionaries have the worst problems. Their dictionaries often give only one or two words as translations of English. But one English word often has many translations in a foreign language and one foreign word has many translations in English. The most successful students are those who use large college edition dictionaries with about 100,000 words but do not use them too often. When they are reading, these students first try to get the general idea and understand new words from the context. Then they reread and use the dictionary to look up only key words that they still do not understand. They use dictionaries more for writing. If they are not sure how to spell a word, or divide it into syllables , they always use a dictionary. Also, if they think a noun might have an unusual plural form, they check these in a dictionary. Students who never use dictionary speak well but write poor, because _ A) They can't remember words. B) They may make mistakes. C) They are not interested in writing. D) They are afraid of writing.
(Answer)
B
Ques: This year, a very sweet old lady that I cared for, Alice, had gone through a difficult time. She got _ and so she had been in the hospital twice. In November I was finally able to get her back to her "home". Alice had thought her daughter was coming to visit her on Christmas day and that they were going to have the whole family together like the old days. When she finally realized that that happy moment was not going to happen, she was very sad. Knowing that her daughter was coming after Christmas was not enough to make her feel happy, I hated the idea of her being alone on the holiday! On Christmas Eve, I gave her a surprise by asking if she would like to go to a candlelight service at church that night. Instead of taking her to my church, I took her to her old neighborhood church where all her friends were. We got there early and I got her a seat where her friends could see her as they came in. God and his angels had a hand in the plan and it worked out perfectly. Then soon some of her friends came to the church and they rushed over to greet her and sit with her. The candlelight service was beautiful and Alice got a lot of love from her old and new friends there. The truth of the story is that I am the one who got the best gift: the smile on Alice's face. The smile on Alice's face shows that I made a difference. From the passage we can learn that Alice _ . A) didn't like living in the nursing home B) was thrown out by her daughter C) returned to her home after leaving the hospital D) expected to spend Christmas with her daughter
Ans: D
"Hypotheses ," said Medawarin 1964, "are imaginative and inspirational in character"; they are "adventures of the mind". He was arguing in favour of the position taken by Karl Popper that the nature of scientific method is hypothetico-deductive and not, as is generally believed, inductive. The myth of scientific method is that it is inductive: that the formulation of scientific theory starts with the basic, raw evidence of the senses -- simple, fair, unprejudiced observation. Out of these sensory data -- commonly referred to as "facts" -- generalisations will form. The myth is that from a disorderly collection of factual information an orderly, relevant theory will somehow come out. However, the starting point of induction is an impossible one. There is no such thing as an unprejudiced observation. Every act of observation we make is a function of what we have seen or otherwise experienced in the past. All scientific work of an experimental or exploratory nature starts with some expectation about the outcome. This expectation is a hypothesis. Hypotheses provide the motivation for the inquiry and influence the method. It is in the light of an expectation that some observations are held to be relevant and some irrelevant, that one method is chosen and others abandoned, that some experiments are conducted and others are not. Hypotheses arise by guesswork, or by inspiration, but having been started they can and must be tested thoroughly, using the appropriate method. If the predictions you make as a result of deducing certain consequences from your hypothesis are not shown to be correct then you abandon or adjust your hypothesis. If the predictions turn out to be correct then your hypothesis has been supported and may be kept until such time as some further test shows it not to be correct. Once you have arrived at your hypothesis, which is a product of your imagination, you then move on to a strictly logical and thorough process, based upon deductive argument -- therefore the term "hypothetico-deductive". So... Which of the following can best serve as the title of the passage? A) Generalisations of Scientific Theory B) Hypotheses of Scientific Research. C) The Psychological Behaviour D) The Scientific Method
D