I'm taking a test and have to guess the right answer to the question after the article. Article: Almost every child is scared of something, from monsters in the cupboard to dogs in the park. But the fact that such fears are common and normal doesn't mean they can be taken lightly. Kids experience fears and phobias much more strongly than adults. And the influence of the fear can be physical as well as psychological . It can build up so they almost seem scared of everything--a kind of childhood anxiety. Dr. Creswell says: "Your child may always seem to expect the worst to happen and lack confidence in his or her ability to deal with any challenge." So don't make the same old mistake of treating them as if they're silly for being a"scaredy cat". Handling the fears is essential. Children can be born nervous and, if you have such a baby, you'll tend to prevent them from getting worried. So if they fear dogs, you'll keep them away from dogs, but in fact that can just confirm to the child that dogs are scary. What is worse, keeping your child away from what they fear can turn that feeling into a phobia. Instead, you should encourage them to get in touch with the thing they fear, in a safe and supportive environment. Dr. Andy Field, a researcher of childhood fears, says: "You shouldn't force, for example, a dog anxious child to go up to a dog. But you can approach it yourself, show them there is nothing to be afraid of, stroke( ) it, and talk about the dog being friendly. Once your child dares to stroke a dog-one that's good with children, of course---then you should encourage them to carry on until they feel calmer, and reward them for'being brave'." Question: Children's fears are usually taken lightly because _ . Options: A: they will not develop into phobias B: their influence is psychological C: they exist widely in the world D: they will disappear gradually
C

I'm taking a test and have to guess the right answer to the question after the article. Article: On March 17 there will be an explosion of green colour across the world in celebration of St Patrick's Day. The Irish traditionally wear something coloured green on this day as the colour is connected with Ireland. Another St Patrick's Day tradition is for the non-Irish to make jokes about the Irish. Usually these jokes will be about Irish stupidity or their famous thirst for alcohol, or their reputation for telling tall(untrue) stories. These characteristics are all part of the famous Irish stereotype that Irishman are hot-tempered drinkers, who love to fight and will do anything to avoid a day's work. The real joke, however, is that this negative Irish stereotype still exists. The stereotype might have had some truth back in the 19th century when Irish was poverty-stricken and starving. Many Irish moved to the United States to escape famine , but there they had to compete, occasionally with their fists, for jobs and housing with other immigrant groups. It was on America's streets that the Irish earned their reputation for street fighting. However, it was far from truth today, with the exception of the drinking perhaps. Today, the Irish are admired for their story telling gifts and musical talents. It is no accident that several of the greatest writers of the 20th century were Irish. Or that many of today's most popular music groups such as singer Enya and rock band U2, are Irish born and growing. Lonely Planet readers even ranked Ireland as the friendliest country in the world. However, one bit of the Irish stereotype is true, their love for drink. Drinking in Ireland is a job, but it's not necessarily something to criticize. It was the Irish after all who created one of the world's best-loved beers, Guinness. Question: Where did the negative Irish stereotype come from? Options: A: From their everyday behavior towards other people. B: From the behavior of Irish immigrants to the America in the 19thcentury. C: From the historical records of the 19thcentury Ireland. D: From most people's impression of the Irish people.
B

I'm taking a test and have to guess the right answer to the question after the article. Article: Testing has taken the place of teaching in most public schools. Pretests, drills, tests, and retests. They know that the best way to read a textbook is to look at the questions at the end of the chapter and then read the text quickly for the answers. I believe that my daughter Erica, who gets excellent marks, has never read a chapter of any of her school textbooks all the way through. And teachers are often heard to say proudly and openly that they teach to the test. Teaching to the test is a curious phenomenon . Instead of deciding what skills students ought to learn, helping students learn them, and then using some methods of assessment to discover whether students have mastered the skills, teachers are encouraged to teach the students in the opposite way. First one looks at a test. Then one chooses the skills needed not to master reading, but to do well in the test. Finally, the test skills are taught. The ability to read or write might suggest the ability to do reasonably well on standardized tests. However, neither reading nor writing develops simply through being taught to take tests. We must be careful to avoid mistaking preparations for a test of a skill with the acquisition of that skill. Too many discussions of basic skills make this misunderstanding because people are tested rather than concerned with the nature and quality of what is taught. Recently, many schools have faced what could be called the crisis of comprehension or, in simple words, the phenomenon of students with grammar skills still being unable to understand what they read. These students are quite good at test taking and filling in workbooks. However, they have little or no experience reading or thinking, and talking about what they read. They know the details but can't see or understand the whole. They are taught to be so concerned with grades that they have no time to think about meaning, and reread things if necessary. Question: In the author's opinion, _ . Options: A: some good methods of assessment should take the place of tests B: more attention should be paid to the nature and quality of what is taught C: students should not be concerned with grades but do more reading and thinking D: students needn't learn grammar skills because they are useless for understanding
B