Ques: I'm taking a test and have to guess the right answer to the question after the article. Article: People use their mouths for many things.They eat, talk, shout and sing. They smile and they kiss. In English language ,there are many expressions using the word "mouth".Foe example, If you say bad things about a person, the person might protest and say " Don't bad mouth me." Sometimes ,people say something to a friend or family member that they later regret because it hurts that person's feelings.Or they tell the person something they were not supposed to tell. The speaker might say: "I really put my foot in my mouth this time." If this should happen, the speaker might feel down in the mouth. In other words , he might fell sad for saying the wrong thing. Another situation is when someone falsely claims another person said something.The other person might protest: "I did not say that .Non't put words in my mouth." Some people have lots of money because they were born into a very rich family. There is an expression for this, too. Ypu might say such a person, " was born with a silver spoon in his mouth." This rich person is the opposite who lives from hand to mouth. This person is verry poor and only has enough money for the most important things in life ,like food. Parents might sometimes withold sweet food from a child as a form of punishment for saying bad things.For example,if a child says things she should not say to her parents, she might be described as a mouthy child.The parents might even tell the child to "stop mouthing off." But enough of all this talk.I have been "running my mouth long enough." Question: By saying, "I have been running my mouth long enough." The speaker means, " _ " Options: A: I have run a long away B: I have been a mouthy person C: I have learned a lot D: I have talked too much.
Ans: D

Ques: I'm taking a test and have to guess the right answer to the question after the article. Article: Contrary to many people believe, highly intelligent children are not necessarily certain to achieve academic success. In fact, so-called gifted students may fail to do well because they are unusually smart. Ensuring that a gifted child reaches his or her potential requires an understanding of what can go wrong and how to satisfy the unusual learning requirements of extremely bright young people. One common problem gifted kids face is that they, and those around them, place too much importance on being smart. Such an emphasis can encourage a belief that bright people do not have to work hard to do well. Although smart kids may not need to work hard in the lower grades, when the work is easy, they may struggle and perform poorly when the work gets harder because they do not make the effort to learn. If the academic achievement of highly intelligent children remains below average for an extended period, many teachers will fail to recognize their potential. As a result, such students may not get the encouragement they need, further depressing their desire to learn. They may fall far behind in their schoolwork and even develop behavior problems. IQ is just one element among many in the recipe for success--Children develop well or struggle in school for a host of reasons apart from IQ. These include motivation and persistence, social competence, and the support of family, educators and friends. Because highly gifted children solve the most varied thought problems faster and more thoroughly than those with more average talents do, they need additional intellectual stimulation while they wait for the rest of the kids to learn the basics. Two central approaches are used to satisfy the educational needs of such children: acceleration and enrichment. Acceleration means studying material that is part of the standard subjects for older students. Enrichment involves learning information that falls outside the usual subjects. A child might skip one or more grades as a way of accelerating in school. But being with older... Question: What is the basic reason for the low academic achievement of highly intelligent children? Options: A: Teachers' failure to recognize their potential. B: Too much emphasis on being intelligent. C: Studying topics outside the regular subjects. D: Lack of encouragement from teachers.
Ans: B

Ques: I'm taking a test and have to guess the right answer to the question after the article. Article: Twenty-first century humanity has mapped oceans and mountains, visited the moon, and surveyed the planets. But for all the progress, people still don't know one another very well. That brings about Theodore Zeldin's "feast of conversation"-events where individuals pair with persons they don't know for three hours of guided talk designed to get the past "Where are you from?" Mr. Zeldin, an Oxford University professor, heads Oxford Muse, a 10-year-old foundation based on the idea that what people need is not more information, but more inspiration and encouragement. The "feast" in London looks not at politics or events, but at how people have felt about work, relations among the sexes, hopes and fears, enemies and authority, the shape of their lives. The "menu of conversation" includes topics like "How have your priorities changed over the years?" Or, "What have you rebelled against the past?" As participants gathered, Zeldin opened with a speech: that despite instant communications in a globalized age, issues of human heart remain. Many people are lonely, or in routines that discourage knowing the depth of one another. "We are trapped in shallow conversations and the whole point now is to think, which is sometimes painful," he says. "But thinking interaction is what separates us from other species, except maybe dogs...who do have generations of human interactions." The main rules of the "feast": Don't pair with someone you know or ask questions you would not answer. The only awkward moment came when the multi-racial crowd of young adults to seniors, in sun hats, ties and dresses, looked to see whom they would be 'intimate' with for hours. But 15 minutes later, everyone was seated and talking, continuing full force until organizers interrupted them 180 minutes later. "It's encouraging to see the world is not just a place of oppression and distance from each other," Zeldin summed up. "What we did is not ordinary, but it can't be madder than the world already is." Some said they felt "liberated" to talk on... Question: From the passage, we can conclude that what Zeldin does is _ . Options: A: an attempt to promote thinking interaction B: one of the maddest activities ever conducted C: a try to liberate people from old-fashioned ideas D: an effort to give people a chance of talking freely
Ans:
A