Question: *Question*
Read the article and select the best answer. Article: This year some twenty-three hundred teen-agers (young people aged from 13-19) from all over the world will spend about ten months in U.S. homes . They will attend U. S. schools , meet U.S. teenagers , and form impressions of the real America . At the same time , about thirteen hundred American teenagers will go to other countries to learn new languages and gain a new understanding of the rest of the world . Here is a two-way student exchange in action . Fred , nineteen ,spent last year in Gemany with George's family . In turn , George's son Mike spent a year in Fred's home in America . Fred , a lively young man , knew little German when he arrived , but after two months' study , the language began to come to him . School was completely different from what he had expected-much harder . Students rose respectfully when the teacher entered the room . They took fourteen subjects instead of the six that are usual in the United States . There were almost no outside activities . Family life , too , was different . The father's word was law , and all activities were around the family rather than the individual. Fred found the food too simple at first . Also , he missed having a car . "Back home ,you pick up some friends in a car and go out and have a good time . In Germany , you walk , but you soon learn to like it ." At the same time , in America , Mike , a friendly German boy , was also forming his idea . "I suppose I should criticize American schools ." He says , "it is far too easy by our level . But I have to say that I like it very much . In Germany we do nothing but study . Here we take part in many outside activities . I think that maybe your schools are better in training for citizens . There ought to be some middle ground between the two ." Question: After experiencing the American school life , Mike thought  _  . Options: A: the easy life in the American schools was more helpful to the students . B: German schools trained students to be better citizens . C: American schools were not as good as German schools D: a better education should include something good from both America and Germany
**Answer**
D

*Question*
Read the article and select the best answer. Article: As we know, there are differences between western culture and Chinese culture. We can see differences when we pay attention to the way words are used. Let's look at the words about animals and plants. Most expressions in Chinese about the dog, for example, "a homeless dog", "a mad dog", "a running dog" and "a dog catching a mouse", have negative meanings. But in western countries, dogs are thought to be honest and good friends of humans. In English, people use the dog to describe positive actions. For example, "you are a lucky dog" means you are a lucky person. And "every dog has its day" means each person has good luck sometimes. To describe a person's serious illness, they say "sick as a dog". The word "dog-tired" means very tired. However, Chinese love cats very much. But in western culture, "cat" is often used to describe a woman who is cruel. There are many other examples of how "cat" is used differently as well. The rose is regarded as a symbol of love in both China and some western countries. People think the rose stands for love, peace, courage and friendship. And the rose is the national flower of England, America and many other countries. The words about plants and animals are used in positive or negative ways in different cultures. We can learn about many differences in cultures by comparing how some words are used. Question: Which of the following is true according to the passage? Options: A: Words show differences in culture. B: Chinese people prefer dogs to cats. C: Western people think cats to be good friends. D: Rose is the national flower of all western countries.
**Answer**
A

*Question*
Read the article and select the best answer. Article: There is a common belief among parents that schools are no longer interested in spelling. No school I have taught in has ever considered spelling unimportant as a basic skill. There are, however, quite different ideas about how to teach it, or how much priority   it must be given over general language development and writing ability. The problem is, how to encourage a child to express himself freely in writing without holding him back with spelling. If spelling becomes the only point of his teacher's interest, clearly a bright child will be likely to " _ ". He will write only words within his spelling range  . That's why teachers often encourage the early use of dictionaries and pay attention to content rather than technical ability. I was once shocked to read on the bottom of a sensitive piece of writing about a personal experience:"This work is terrible! There are far too many spelling mistakes." It may have been a sharp criticism  of the pupils technical abilities in writing, but it was also a sad thing for the teacher who had omitted   to read the composition, which contained some beautiful expressions of the child's deep feelings. The teacher was not wrong to draw attention to the mistakes, but if his priority had centered on the child's ideas, an expression of his disappointment with the presentation would have given the pupil more hope to seek improvement. Question: The writer seems to think that the teacher's judgement on that sensitive piece of writing is  _  . Options: A: reasonable B: unfair C: foolish D: careless
**Answer**
B

*Question*
Read the article and select the best answer. Article: We often don' t give importance to minor things thinking they won' t matter. But at times, some things look very minor but their result can be really powerful. Here are some of the efforts which can change the relationship between parents and children. Pat your child when he loses:May it be failure in the class, or on the field, speak words of encouragement to your child. The trust and confidence in your relationship will go to another level. After all, words of encouragement during failure are more valuable than words of praise after success. Give him importance, like a member of the family:Hang his painting in your room or in the office, take his opinion when you are buying furniture for the house. Your child will believe in himself and be a winner throughout. Share your own experience when your child makes a mistake:When you see your child lying or stealing, share with him the mistakes you made in your life. He' 11 know it is all right to make mistakes and that he can share with you anything. Appreciate at least one quality in your child every day:Each day look at what qualities your child possesses and appreciate him, maybe for his caring attitude, his dance skills or his observation power. Tell him how proud you are of him because of those qualities. Become his age before bedtime:Jump on the bed, have pillow fights, act silly, dance--become a child with your child for sometime. You' 11 forget all your day's stress. Try these minor things; you' 11 see the love deepen and the relationship blossom. Question: The passage suggests the following things except   _  . Options: A: painting your room or office B: encouraging them during failure C: helping them to be self - confident D: appreciating your children' s qualities
**Answer**

Answer: A