Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
Faced with a life-changing tragedy, it would be easy for Martha Clements to focus on the negative. But that's not her way. Five years after losing her vision, Clements is back doing what she loves.
"It is long, Kathy," Clements says, running her hands down the length of her client's hair. Kathy Braga is letting it grow. It now hangs below her shoulders and down her back, and all she wants is a trim , so she asks Clements to show her how much an inch would be. Clements pulls a ruler from a drawer and holds it up to Braga's hair in front near her face. "Right here. An inch will be right here at your chin."
Clements was in this career for about 10 years before losing her vision. Now, when she begins cutting, it's easy to forget that Clements is completely blind. She carefully compares the length of each strand of hair. Though confident of her sense of touch, she at times asks her client to be her eyes and check her work.
After a careful inspection, Braga gives her approval. And after Clements blows her hair dry, she remarks, "You made me younger. I love it."
Clements had been doing Braga's hair for years before she became blind. Braga is proud to say she was Clements' first customer after she lost her vision.
"She sat me in the kitchen. It was dark, and she said ,' Are you ready?' I said, 'I'm ready.' And that is when she took this thing, and she said, ' Look and see if there is hair on the ground,' and I said ,' Yes, there is .' And she said, 'Okay, I have the right end of the thing."
Clements was 42 years old when she suffered a pulmonary embolism   that cost her sight. "I was dead for 20 minutes first and then half an hour, and the lack of oxygen killed my optical  nerve." The last thing Clements remembered that day was the ambulance coming to get her. "I couldn't breathe. The next thing I remembered was waking up three days later, blind, in the hospital."
Her ribs had been broken, when they treated her. Her shoulder was dislocated. She had to undergo nine months of physical treatment.
"It was the hardest time in my life," she says. "Everything changed in my life: distance, smell, and sound. My kids didn't sound the same. My husband didn't sound the same too. I didn't know my home. It took me three months to find the coffee table."
 Once a month, a teacher from the Virginia Center for the Blind came to her home in Woodbridge, about 40 kilometers from Washington. But Clements was eager to learn more. So in 2008, she left her husband and sons, to go to the Virginia School for the Blind in Richmond for a nine-month program. "My plan was to be able to do for my family again, to do what I like to do, cook, clean, make phone calls."
 She learned basic skills like how to walk with a cane, how to listen and how to eat different foods. There were classes in Braille, computer skills and using different gadgets designed for the blind. Graduates of the program are expected to leave with not only life skills, but a marketable skill as well.
"My teacher asked me why I wouldn't do hair. I said, ' Hello. Blind. No, no, no.' I was scared  to think I could even do it."
But gradually, Clements gained confidence and by the time she graduated, had styled 100 heads of hair at the school. "People from headquarters came, people from the library, students, secretaries, teachers, and friends came. Everybody came and let me do their hair," Clements says.
Three days a week she leaves home to volunteer at the House of Mercy, a Catholic service organization that provides clothing, food and other support to the poor.
Kellie Ross, executive director of the House of Mercy, remembered when Clements first showed up with her friend, Kathy Braga, to offer her help.
At first, she had no idea Clements was blind. "As she started to walk I realized she couldn't see, " Ross recalls. "She could have taken that tragic experience of losing her sight and gone inward, but instead she used that experience to help other people who are suffering."
Clements says she feels blessed to day, five years after her brush with death. "I thank the Lord every day for my blindness, because I'm alive," she says. "I could have been dead. I'm alive. I'm healthy, and that is what matters."

<question>:
What would be the best title of the passage?

<options>:
A Brave woman expresses her gratitude for life.
B After going blind, hairstylist returns to work.
C Programs for the blind give them new hope for life.
D Blind hairstylist finds pleasure in volunteering work.
:,

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
Grandparents might be known for spoiling grandchildren, but a new study says they might also be helping the kids improve their social skills and behavior.
Spending time with grandma and grandpa especially appears to help children from single-parent, divorced/separated or stepfamily households, according to the report, published in the February Journal of Family Psychology.
"Grandparents are a positive force for all families but play a significant role in families undergoing difficulties," the study's lead author, Shalhevet Attar-Schwartz, of The Hebrew University of Jerusalem, said in an American Psychological Association news release. "They can reduce the negative influence of parents separating and be a resource for children who are going through these family changes."
In interviewing 11- to 16-year olds from England and Wales, Attar-Schwartz and her team found that the more conversations the youths had with a grandparent, including asking for advice or even money, the better they got along with their peers and the fewer problems they had, such as hyperactivity and disruptive behavior.
"This was found across all three family structures," she said. "But adolescents in single-parent households and stepfamilies benefited the most. The effect of their grandparents' involvement was stronger compared to children from two biological parent families."
The study did not look at children who lived solely with their grandparents, though.
The findings have great implications for people in the United States, the authors said, because American grandparents are increasingly sharing living space with their grandchildren. A 2004 U.S. Census Bureau survey found that more than 5 million households include a grandparent and a grandchild under 18, up 30 percent since 1990, according to background information in the news release.

<question>:
It is generally believed that a grandmother   _   .

<options>:
A can help a child through hard times
B can help kids develop social skills
C can spoil a child
D is a positive force for all families

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
Grandparents might be known for spoiling grandchildren, but a new study says they might also be helping the kids improve their social skills and behavior.
Spending time with grandma and grandpa especially appears to help children from single-parent, divorced/separated or stepfamily households, according to the report, published in the February Journal of Family Psychology.
"Grandparents are a positive force for all families but play a significant role in families undergoing difficulties," the study's lead author, Shalhevet Attar-Schwartz, of The Hebrew University of Jerusalem, said in an American Psychological Association news release. "They can reduce the negative influence of parents separating and be a resource for children who are going through these family changes."
In interviewing 11- to 16-year olds from England and Wales, Attar-Schwartz and her team found that the more conversations the youths had with a grandparent, including asking for advice or even money, the better they got along with their peers and the fewer problems they had, such as hyperactivity and disruptive behavior.
"This was found across all three family structures," she said. "But adolescents in single-parent households and stepfamilies benefited the most. The effect of their grandparents' involvement was stronger compared to children from two biological parent families."
The study did not look at children who lived solely with their grandparents, though.
The findings have great implications for people in the United States, the authors said, because American grandparents are increasingly sharing living space with their grandchildren. A 2004 U.S. Census Bureau survey found that more than 5 million households include a grandparent and a grandchild under 18, up 30 percent since 1990, according to background information in the news release.

<question>:
According to the passage, grandparents will be of least benefit to a child   _   .

<options>:
A from two biological parent families
B from a single--parent household
C from a divorced household
D from a stepfamily household

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
Grandparents might be known for spoiling grandchildren, but a new study says they might also be helping the kids improve their social skills and behavior.
Spending time with grandma and grandpa especially appears to help children from single-parent, divorced/separated or stepfamily households, according to the report, published in the February Journal of Family Psychology.
"Grandparents are a positive force for all families but play a significant role in families undergoing difficulties," the study's lead author, Shalhevet Attar-Schwartz, of The Hebrew University of Jerusalem, said in an American Psychological Association news release. "They can reduce the negative influence of parents separating and be a resource for children who are going through these family changes."
In interviewing 11- to 16-year olds from England and Wales, Attar-Schwartz and her team found that the more conversations the youths had with a grandparent, including asking for advice or even money, the better they got along with their peers and the fewer problems they had, such as hyperactivity and disruptive behavior.
"This was found across all three family structures," she said. "But adolescents in single-parent households and stepfamilies benefited the most. The effect of their grandparents' involvement was stronger compared to children from two biological parent families."
The study did not look at children who lived solely with their grandparents, though.
The findings have great implications for people in the United States, the authors said, because American grandparents are increasingly sharing living space with their grandchildren. A 2004 U.S. Census Bureau survey found that more than 5 million households include a grandparent and a grandchild under 18, up 30 percent since 1990, according to background information in the news release.

<question>:
A child who asks his grandmother for money will   _   .

<options>:
A have difficulty in getting along with his peers
B still get along well with his peers
C be easier to be spoiled than his peers
D not be popular with peers

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
Grandparents might be known for spoiling grandchildren, but a new study says they might also be helping the kids improve their social skills and behavior.
Spending time with grandma and grandpa especially appears to help children from single-parent, divorced/separated or stepfamily households, according to the report, published in the February Journal of Family Psychology.
"Grandparents are a positive force for all families but play a significant role in families undergoing difficulties," the study's lead author, Shalhevet Attar-Schwartz, of The Hebrew University of Jerusalem, said in an American Psychological Association news release. "They can reduce the negative influence of parents separating and be a resource for children who are going through these family changes."
In interviewing 11- to 16-year olds from England and Wales, Attar-Schwartz and her team found that the more conversations the youths had with a grandparent, including asking for advice or even money, the better they got along with their peers and the fewer problems they had, such as hyperactivity and disruptive behavior.
"This was found across all three family structures," she said. "But adolescents in single-parent households and stepfamilies benefited the most. The effect of their grandparents' involvement was stronger compared to children from two biological parent families."
The study did not look at children who lived solely with their grandparents, though.
The findings have great implications for people in the United States, the authors said, because American grandparents are increasingly sharing living space with their grandchildren. A 2004 U.S. Census Bureau survey found that more than 5 million households include a grandparent and a grandchild under 18, up 30 percent since 1990, according to background information in the news release.

<question>:
The passage implies that   _   .

<options>:
A children who live solely with their grandparents may benefit the most
B grandparents are a source of comfort to children from families undergoing difficulties
C grandparents play a more positive role than parents in children's growth
D all families should leave their children to be brought up by grandparents

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
Is language, like food, a basic human need without which a child at a critical period of life can be starved and damaged? Judging from the experiment of Frederick in the thirteenth century, it may be. Hoping to discover what language a child would speak if he heard no mother tongue, he told the nurses to keep silent.
All the infants died before the first year. But clearly there was more than lack of language here. What was missing was mothering. Without good mothering, in the first year of life especially, the capacity to survive is seriously affected.
Today no such severe lack exists as that ordered by Frederick. Nevertheless, some children are still backward in speaking. Most often the reason for this is that the mother is insensitive to the signals of the infant, whose brain is programmed to learn language rapidly. If there sensitive periods are neglected, the ideal time for acquiring skills passes and they might never be learned so easily again. A bird learns to sing and to fly at the right time, but the process is slow and hard once the critical stage has passed.
Experts suggest that speech stages are reached in a fixed order and at a constant age, but there are cases where speech has started late in a child who eventually turns out to be of high IQ. At twelve weeks a baby smiles and makes vowel-like sounds; at twelve months they can speak simple words and understand simple commands; at eighteen months he has a vocabulary of three to five words. At three he knows about 1,000 words, which he can put into sentences, and at four his language differs from that of his parents in style rather than grammar.
Recent evidence suggests that an infant is born with the capacity to speak. What is special about man's brain, compared with that of the monkey, is the complex system which enables a child to connect the sight and feel of, say, a toy-bear with the sound pattern "toy bear". And even more incredible is the young brain's ability to pick out an order in language from the mixture of sound around him, to analyze, to combine and recombine the parts of a language in new ways.
But speech has to be induced(,), and this depends on interaction between the mother and the child, where the mother recognizes the signals in the children's babbling ,grasping and smiling, and responds to them. Insensitivity of the mother to these signals dulls the interaction because the child gets discouraged and sends out only the obvious signals. Sensitivity to the child's nonverbal signals is essential to the growth and development of language.

<question>:
The writer mentioned the experiment of Frederick to    _   .

<options>:
A support his idea
B introduce his topic
C describe a new finding
D give an example of his theory

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
Is language, like food, a basic human need without which a child at a critical period of life can be starved and damaged? Judging from the experiment of Frederick in the thirteenth century, it may be. Hoping to discover what language a child would speak if he heard no mother tongue, he told the nurses to keep silent.
All the infants died before the first year. But clearly there was more than lack of language here. What was missing was mothering. Without good mothering, in the first year of life especially, the capacity to survive is seriously affected.
Today no such severe lack exists as that ordered by Frederick. Nevertheless, some children are still backward in speaking. Most often the reason for this is that the mother is insensitive to the signals of the infant, whose brain is programmed to learn language rapidly. If there sensitive periods are neglected, the ideal time for acquiring skills passes and they might never be learned so easily again. A bird learns to sing and to fly at the right time, but the process is slow and hard once the critical stage has passed.
Experts suggest that speech stages are reached in a fixed order and at a constant age, but there are cases where speech has started late in a child who eventually turns out to be of high IQ. At twelve weeks a baby smiles and makes vowel-like sounds; at twelve months they can speak simple words and understand simple commands; at eighteen months he has a vocabulary of three to five words. At three he knows about 1,000 words, which he can put into sentences, and at four his language differs from that of his parents in style rather than grammar.
Recent evidence suggests that an infant is born with the capacity to speak. What is special about man's brain, compared with that of the monkey, is the complex system which enables a child to connect the sight and feel of, say, a toy-bear with the sound pattern "toy bear". And even more incredible is the young brain's ability to pick out an order in language from the mixture of sound around him, to analyze, to combine and recombine the parts of a language in new ways.
But speech has to be induced(,), and this depends on interaction between the mother and the child, where the mother recognizes the signals in the children's babbling ,grasping and smiling, and responds to them. Insensitivity of the mother to these signals dulls the interaction because the child gets discouraged and sends out only the obvious signals. Sensitivity to the child's nonverbal signals is essential to the growth and development of language.

<question>:
The purpose of Frederick's experiment was to    _   .

<options>:
A prove that children are born with the ability to speak
B discover what language a child would speak without hearing any human speech
C find out what role careful nursing would play in teaching a child to speak
D prove that a child could be damaged without learning a language

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
Is language, like food, a basic human need without which a child at a critical period of life can be starved and damaged? Judging from the experiment of Frederick in the thirteenth century, it may be. Hoping to discover what language a child would speak if he heard no mother tongue, he told the nurses to keep silent.
All the infants died before the first year. But clearly there was more than lack of language here. What was missing was mothering. Without good mothering, in the first year of life especially, the capacity to survive is seriously affected.
Today no such severe lack exists as that ordered by Frederick. Nevertheless, some children are still backward in speaking. Most often the reason for this is that the mother is insensitive to the signals of the infant, whose brain is programmed to learn language rapidly. If there sensitive periods are neglected, the ideal time for acquiring skills passes and they might never be learned so easily again. A bird learns to sing and to fly at the right time, but the process is slow and hard once the critical stage has passed.
Experts suggest that speech stages are reached in a fixed order and at a constant age, but there are cases where speech has started late in a child who eventually turns out to be of high IQ. At twelve weeks a baby smiles and makes vowel-like sounds; at twelve months they can speak simple words and understand simple commands; at eighteen months he has a vocabulary of three to five words. At three he knows about 1,000 words, which he can put into sentences, and at four his language differs from that of his parents in style rather than grammar.
Recent evidence suggests that an infant is born with the capacity to speak. What is special about man's brain, compared with that of the monkey, is the complex system which enables a child to connect the sight and feel of, say, a toy-bear with the sound pattern "toy bear". And even more incredible is the young brain's ability to pick out an order in language from the mixture of sound around him, to analyze, to combine and recombine the parts of a language in new ways.
But speech has to be induced(,), and this depends on interaction between the mother and the child, where the mother recognizes the signals in the children's babbling ,grasping and smiling, and responds to them. Insensitivity of the mother to these signals dulls the interaction because the child gets discouraged and sends out only the obvious signals. Sensitivity to the child's nonverbal signals is essential to the growth and development of language.

<question>:
The reason why some children are backward in speaking is most probably that    _   .

<options>:
A they are not able to learn language rapidly
B they are exposed to too much language at once
C their mothers do not respond enough to their attempts to speak
D their mothers are not clever enough to help them

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
Is language, like food, a basic human need without which a child at a critical period of life can be starved and damaged? Judging from the experiment of Frederick in the thirteenth century, it may be. Hoping to discover what language a child would speak if he heard no mother tongue, he told the nurses to keep silent.
All the infants died before the first year. But clearly there was more than lack of language here. What was missing was mothering. Without good mothering, in the first year of life especially, the capacity to survive is seriously affected.
Today no such severe lack exists as that ordered by Frederick. Nevertheless, some children are still backward in speaking. Most often the reason for this is that the mother is insensitive to the signals of the infant, whose brain is programmed to learn language rapidly. If there sensitive periods are neglected, the ideal time for acquiring skills passes and they might never be learned so easily again. A bird learns to sing and to fly at the right time, but the process is slow and hard once the critical stage has passed.
Experts suggest that speech stages are reached in a fixed order and at a constant age, but there are cases where speech has started late in a child who eventually turns out to be of high IQ. At twelve weeks a baby smiles and makes vowel-like sounds; at twelve months they can speak simple words and understand simple commands; at eighteen months he has a vocabulary of three to five words. At three he knows about 1,000 words, which he can put into sentences, and at four his language differs from that of his parents in style rather than grammar.
Recent evidence suggests that an infant is born with the capacity to speak. What is special about man's brain, compared with that of the monkey, is the complex system which enables a child to connect the sight and feel of, say, a toy-bear with the sound pattern "toy bear". And even more incredible is the young brain's ability to pick out an order in language from the mixture of sound around him, to analyze, to combine and recombine the parts of a language in new ways.
But speech has to be induced(,), and this depends on interaction between the mother and the child, where the mother recognizes the signals in the children's babbling ,grasping and smiling, and responds to them. Insensitivity of the mother to these signals dulls the interaction because the child gets discouraged and sends out only the obvious signals. Sensitivity to the child's nonverbal signals is essential to the growth and development of language.

<question>:
If a child starts to speak later than others, he will    _    in future.

<options>:
A have a high IQ
B be less intelligent
C be insensitive to verbal signals
D not necessarily be backward

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
Is language, like food, a basic human need without which a child at a critical period of life can be starved and damaged? Judging from the experiment of Frederick in the thirteenth century, it may be. Hoping to discover what language a child would speak if he heard no mother tongue, he told the nurses to keep silent.
All the infants died before the first year. But clearly there was more than lack of language here. What was missing was mothering. Without good mothering, in the first year of life especially, the capacity to survive is seriously affected.
Today no such severe lack exists as that ordered by Frederick. Nevertheless, some children are still backward in speaking. Most often the reason for this is that the mother is insensitive to the signals of the infant, whose brain is programmed to learn language rapidly. If there sensitive periods are neglected, the ideal time for acquiring skills passes and they might never be learned so easily again. A bird learns to sing and to fly at the right time, but the process is slow and hard once the critical stage has passed.
Experts suggest that speech stages are reached in a fixed order and at a constant age, but there are cases where speech has started late in a child who eventually turns out to be of high IQ. At twelve weeks a baby smiles and makes vowel-like sounds; at twelve months they can speak simple words and understand simple commands; at eighteen months he has a vocabulary of three to five words. At three he knows about 1,000 words, which he can put into sentences, and at four his language differs from that of his parents in style rather than grammar.
Recent evidence suggests that an infant is born with the capacity to speak. What is special about man's brain, compared with that of the monkey, is the complex system which enables a child to connect the sight and feel of, say, a toy-bear with the sound pattern "toy bear". And even more incredible is the young brain's ability to pick out an order in language from the mixture of sound around him, to analyze, to combine and recombine the parts of a language in new ways.
But speech has to be induced(,), and this depends on interaction between the mother and the child, where the mother recognizes the signals in the children's babbling ,grasping and smiling, and responds to them. Insensitivity of the mother to these signals dulls the interaction because the child gets discouraged and sends out only the obvious signals. Sensitivity to the child's nonverbal signals is essential to the growth and development of language.

<question>:
Which of the following statements is NOT true according to the passage?

<options>:
A A child is born with the ability to speak.
B A child's brain has a complex system which helps to connect the sight and feel of an object.
C A child can produce his own sentences.
D A child owes his speech ability to good nursing.

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
Is language, like food, a basic human need without which a child at a critical period of life can be starved and damaged? Judging from the experiment of Frederick in the thirteenth century, it may be. Hoping to discover what language a child would speak if he heard no mother tongue, he told the nurses to keep silent.
All the infants died before the first year. But clearly there was more than lack of language here. What was missing was mothering. Without good mothering, in the first year of life especially, the capacity to survive is seriously affected.
Today no such severe lack exists as that ordered by Frederick. Nevertheless, some children are still backward in speaking. Most often the reason for this is that the mother is insensitive to the signals of the infant, whose brain is programmed to learn language rapidly. If there sensitive periods are neglected, the ideal time for acquiring skills passes and they might never be learned so easily again. A bird learns to sing and to fly at the right time, but the process is slow and hard once the critical stage has passed.
Experts suggest that speech stages are reached in a fixed order and at a constant age, but there are cases where speech has started late in a child who eventually turns out to be of high IQ. At twelve weeks a baby smiles and makes vowel-like sounds; at twelve months they can speak simple words and understand simple commands; at eighteen months he has a vocabulary of three to five words. At three he knows about 1,000 words, which he can put into sentences, and at four his language differs from that of his parents in style rather than grammar.
Recent evidence suggests that an infant is born with the capacity to speak. What is special about man's brain, compared with that of the monkey, is the complex system which enables a child to connect the sight and feel of, say, a toy-bear with the sound pattern "toy bear". And even more incredible is the young brain's ability to pick out an order in language from the mixture of sound around him, to analyze, to combine and recombine the parts of a language in new ways.
But speech has to be induced(,), and this depends on interaction between the mother and the child, where the mother recognizes the signals in the children's babbling ,grasping and smiling, and responds to them. Insensitivity of the mother to these signals dulls the interaction because the child gets discouraged and sends out only the obvious signals. Sensitivity to the child's nonverbal signals is essential to the growth and development of language.

<question>:
According to the passage, the writer agrees that   _   .

<options>:
A the infants will certainly die because of lack of language.
B all children learn their language in fixed stages
C the child's brain is highly selective
D insensitivity to the child's non-verbal signals will not affect the development of the child's language

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
Fixed or growth mindset -- which do you have?
We live in an uncertain world with all the technological advances we are experiencing, which meanse is a requirement for a change in midset  . In order to be on top of our game both personally and organizationally, we need to develop a growth mindset.
A fixed mindset supposes that you have native abilities and are naturally clever or skilled in certain areas of life. When you receive infonnation about how you have performed  in a test or set of tasks t you may worry about how you are judged. Our parents probably said to us when we were young,"Since you scored really well in the test, you must  be clever." However, by being repeatedly told "You arc clever" or "You are really ga*al al your job",a person's self-respect is actually dainagcd.
The  growlh - mindest  persona view life as a series of exciting challenges and  want  t o constantly  learn. Brain activity occurs in this mindset when they receive information about what they could do belter or improve. They do not view their abilities as fixed or us failure. Learning is king and the more they practice , the more they know they will succeed.
What is important is giving praise around process and not around ability. For example , instead of saying"Since you got a great score, you must be clever" f say " You got a great score, and you must have tried really hard". This creates challenge in indivicluats and [:Z&xx&k.Com]
The meaning of mindsets is massive for business. Fixed-mindset managers are not fans of giving feedback  . They do not want to stretch themselves or others because they fear failure. Therefore their business may stand still because there is no risk or innovation   occurring.
Listen from your own fixed mindset  for example ," I can't  do that"  and answer with a growth-mindset response  "I can't do that yet!" Remember  there is no such thing as failure and there is s only learning. If you don't fail occasionally ,you will never learn to change and grow.

<question>:
What is the author's opinion of people' s mindsets?

<options>:
A A growth mindstet means no failure.
B People need develop a fixed mindset.
C A fixed mindset focuses more on process.
D People should develop a growth mindest.

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
Fixed or growth mindset -- which do you have?
We live in an uncertain world with all the technological advances we are experiencing, which meanse is a requirement for a change in midset  . In order to be on top of our game both personally and organizationally, we need to develop a growth mindset.
A fixed mindset supposes that you have native abilities and are naturally clever or skilled in certain areas of life. When you receive infonnation about how you have performed  in a test or set of tasks t you may worry about how you are judged. Our parents probably said to us when we were young,"Since you scored really well in the test, you must  be clever." However, by being repeatedly told "You arc clever" or "You are really ga*al al your job",a person's self-respect is actually dainagcd.
The  growlh - mindest  persona view life as a series of exciting challenges and  want  t o constantly  learn. Brain activity occurs in this mindset when they receive information about what they could do belter or improve. They do not view their abilities as fixed or us failure. Learning is king and the more they practice , the more they know they will succeed.
What is important is giving praise around process and not around ability. For example , instead of saying"Since you got a great score, you must be clever" f say " You got a great score, and you must have tried really hard". This creates challenge in indivicluats and [:Z&xx&k.Com]
The meaning of mindsets is massive for business. Fixed-mindset managers are not fans of giving feedback  . They do not want to stretch themselves or others because they fear failure. Therefore their business may stand still because there is no risk or innovation   occurring.
Listen from your own fixed mindset  for example ," I can't  do that"  and answer with a growth-mindset response  "I can't do that yet!" Remember  there is no such thing as failure and there is s only learning. If you don't fail occasionally ,you will never learn to change and grow.

<question>:
Which judgment seems more encouraging?

<options>:
A You are clever.
B You are skillful.
C You have worked hard.
D You arc great at your job.

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
Fixed or growth mindset -- which do you have?
We live in an uncertain world with all the technological advances we are experiencing, which meanse is a requirement for a change in midset  . In order to be on top of our game both personally and organizationally, we need to develop a growth mindset.
A fixed mindset supposes that you have native abilities and are naturally clever or skilled in certain areas of life. When you receive infonnation about how you have performed  in a test or set of tasks t you may worry about how you are judged. Our parents probably said to us when we were young,"Since you scored really well in the test, you must  be clever." However, by being repeatedly told "You arc clever" or "You are really ga*al al your job",a person's self-respect is actually dainagcd.
The  growlh - mindest  persona view life as a series of exciting challenges and  want  t o constantly  learn. Brain activity occurs in this mindset when they receive information about what they could do belter or improve. They do not view their abilities as fixed or us failure. Learning is king and the more they practice , the more they know they will succeed.
What is important is giving praise around process and not around ability. For example , instead of saying"Since you got a great score, you must be clever" f say " You got a great score, and you must have tried really hard". This creates challenge in indivicluats and [:Z&xx&k.Com]
The meaning of mindsets is massive for business. Fixed-mindset managers are not fans of giving feedback  . They do not want to stretch themselves or others because they fear failure. Therefore their business may stand still because there is no risk or innovation   occurring.
Listen from your own fixed mindset  for example ," I can't  do that"  and answer with a growth-mindset response  "I can't do that yet!" Remember  there is no such thing as failure and there is s only learning. If you don't fail occasionally ,you will never learn to change and grow.

<question>:
What do the growth-mindset  persons most advocate?

<options>:
A Keeping on learning.
B Viewing ability as failure.
C Giving praise around ability.
D Learning from the fixed mindset.

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
How Good Are US Drivers?
The CBS-TV"National Drivers' Test",showed that many US drivers have a lot to learn.Here's why.
CBS picked 1799 sample drivers to take the test in TV studios in New York,Philadelphia,Chicago,and Los Angeles.More than two out of five of the drivers failed the test.And the average score was the lowest passing mark--51 points out of a possible 80.
Chicago drivers did best with an average of 53 points.Los Angeles drivers came next with 52 points.New York and Philadelphia drivers got 50 points--a failing score.Drivers with 50 points or less were rated"poorly informed"by the judges.
Here are some of the test results:
1.Are men drivers better informed than women ones?
Yes.Men averaged 52 points.Women got an average of 49.
2.Are older drivers better informed than younger drivers?
No.Drivers under 26 averaged 52 points.Drivers from 27 to 45 averaged 51.Drives over 45 failed with a 48-point average.
3.Does education make a difference?
Yes.College graduates averaged 52 points.High school graduates averaged 50.Those without high school diplomas  got 48.And people who had taken driver education courses scored an average of 53 points--three more than those who hadn't.
4.Does driving experience make a difference?
Yes.Drivers with three or more years of experience averaged 51 points.Drivers with less experience averaged 49.
Here are some surprising facts brought out by the test:
1.More than one out of three drivers did not know that a blinking red light means a full stop.
2.Three out of ten drivers did not know that an octagonal(eight-sided)sign means stop.
3.More than two out of three drivers did not know what to do when being"tailgated ".
The answer:slow down,drive to the right,and let the driver behind pass.
The results of the test were turned over to the National Safety Council .They will help future safety planning.

<question>:
The author's purpose is to  _  .

<options>:
A prove that men are better drivers than women
B give you safe driving directions
C tell you the results of a national drivers' test
D require you to get an education

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
How Good Are US Drivers?
The CBS-TV"National Drivers' Test",showed that many US drivers have a lot to learn.Here's why.
CBS picked 1799 sample drivers to take the test in TV studios in New York,Philadelphia,Chicago,and Los Angeles.More than two out of five of the drivers failed the test.And the average score was the lowest passing mark--51 points out of a possible 80.
Chicago drivers did best with an average of 53 points.Los Angeles drivers came next with 52 points.New York and Philadelphia drivers got 50 points--a failing score.Drivers with 50 points or less were rated"poorly informed"by the judges.
Here are some of the test results:
1.Are men drivers better informed than women ones?
Yes.Men averaged 52 points.Women got an average of 49.
2.Are older drivers better informed than younger drivers?
No.Drivers under 26 averaged 52 points.Drivers from 27 to 45 averaged 51.Drives over 45 failed with a 48-point average.
3.Does education make a difference?
Yes.College graduates averaged 52 points.High school graduates averaged 50.Those without high school diplomas  got 48.And people who had taken driver education courses scored an average of 53 points--three more than those who hadn't.
4.Does driving experience make a difference?
Yes.Drivers with three or more years of experience averaged 51 points.Drivers with less experience averaged 49.
Here are some surprising facts brought out by the test:
1.More than one out of three drivers did not know that a blinking red light means a full stop.
2.Three out of ten drivers did not know that an octagonal(eight-sided)sign means stop.
3.More than two out of three drivers did not know what to do when being"tailgated ".
The answer:slow down,drive to the right,and let the driver behind pass.
The results of the test were turned over to the National Safety Council .They will help future safety planning.

<question>:
From the information in this article,which of the following is TRUE?

<options>:
A Older drivers are better informed than younger drivers.
B Experience makes a difference among drivers.
C Most drivers failed the test.
D Most people don' t know what a blinking red light means.

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
How Good Are US Drivers?
The CBS-TV"National Drivers' Test",showed that many US drivers have a lot to learn.Here's why.
CBS picked 1799 sample drivers to take the test in TV studios in New York,Philadelphia,Chicago,and Los Angeles.More than two out of five of the drivers failed the test.And the average score was the lowest passing mark--51 points out of a possible 80.
Chicago drivers did best with an average of 53 points.Los Angeles drivers came next with 52 points.New York and Philadelphia drivers got 50 points--a failing score.Drivers with 50 points or less were rated"poorly informed"by the judges.
Here are some of the test results:
1.Are men drivers better informed than women ones?
Yes.Men averaged 52 points.Women got an average of 49.
2.Are older drivers better informed than younger drivers?
No.Drivers under 26 averaged 52 points.Drivers from 27 to 45 averaged 51.Drives over 45 failed with a 48-point average.
3.Does education make a difference?
Yes.College graduates averaged 52 points.High school graduates averaged 50.Those without high school diplomas  got 48.And people who had taken driver education courses scored an average of 53 points--three more than those who hadn't.
4.Does driving experience make a difference?
Yes.Drivers with three or more years of experience averaged 51 points.Drivers with less experience averaged 49.
Here are some surprising facts brought out by the test:
1.More than one out of three drivers did not know that a blinking red light means a full stop.
2.Three out of ten drivers did not know that an octagonal(eight-sided)sign means stop.
3.More than two out of three drivers did not know what to do when being"tailgated ".
The answer:slow down,drive to the right,and let the driver behind pass.
The results of the test were turned over to the National Safety Council .They will help future safety planning.

<question>:
The test covered the following areas about drivers except  _  .

<options>:
A education
B years of driving experience
C sex
D health

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
How Good Are US Drivers?
The CBS-TV"National Drivers' Test",showed that many US drivers have a lot to learn.Here's why.
CBS picked 1799 sample drivers to take the test in TV studios in New York,Philadelphia,Chicago,and Los Angeles.More than two out of five of the drivers failed the test.And the average score was the lowest passing mark--51 points out of a possible 80.
Chicago drivers did best with an average of 53 points.Los Angeles drivers came next with 52 points.New York and Philadelphia drivers got 50 points--a failing score.Drivers with 50 points or less were rated"poorly informed"by the judges.
Here are some of the test results:
1.Are men drivers better informed than women ones?
Yes.Men averaged 52 points.Women got an average of 49.
2.Are older drivers better informed than younger drivers?
No.Drivers under 26 averaged 52 points.Drivers from 27 to 45 averaged 51.Drives over 45 failed with a 48-point average.
3.Does education make a difference?
Yes.College graduates averaged 52 points.High school graduates averaged 50.Those without high school diplomas  got 48.And people who had taken driver education courses scored an average of 53 points--three more than those who hadn't.
4.Does driving experience make a difference?
Yes.Drivers with three or more years of experience averaged 51 points.Drivers with less experience averaged 49.
Here are some surprising facts brought out by the test:
1.More than one out of three drivers did not know that a blinking red light means a full stop.
2.Three out of ten drivers did not know that an octagonal(eight-sided)sign means stop.
3.More than two out of three drivers did not know what to do when being"tailgated ".
The answer:slow down,drive to the right,and let the driver behind pass.
The results of the test were turned over to the National Safety Council .They will help future safety planning.

<question>:
Which of the following as a group was rated"poorly informed"by the judges?

<options>:
A Men.
B High school graduated drivers.
C Drivers from 27-45 years of age.
D Drivers with 3 or more years of experience.

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
When you first meet a disabled person, what is your first reaction? Curiosity? Sympathy? If you experience any of these emotions, you are not alone.Chances are that you don't regularly associate with someone who is disabled.Here are four points to keep in mind if you should happen to meet a disabled person.
Disabled people can lead active lives
With few exceptions, a disability does not prevent someone from working, raising a family, or taking part in social activities.Many sports and recreation programs have been adapted to a person with a disability.Instead of concentrating on the disability, look at the person the same way you would look at any normal person.
It's all right to ask questions
Many people are afraid of offending someone by asking about their disability.When meeting them for the first time, it's natural to be curious about who he or she is, and where they're from.Asking questions is usually acceptable, as long as you use common sense.Don't, for example, ask a blind person how he feeds and bathes himself.
Offer help when necessary
You see a woman in a wheelchair having trouble entering a building.It's usually appropriate to lend a hand if someone is having obvious difficulty, but keep in mind that not everyone will be willing to accept your help.Unless the woman in the wheelchair is in danger, you do your part.
Remember that we all have obstacles to overcome
No matter who we are, each of us has a weakness or challenge to face.Like you, a disabled person would much rather be accepted for who they are, rather than be pitied.Many friends have said to me, "I often forget that you are blind." To me, that is the top compliment.

<question>:
Why are you curious when you first see disabled people?

<options>:
A They can't live normally.
B You seldom deal with them.
C You look down upon them.
D They look quite different.

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
When you first meet a disabled person, what is your first reaction? Curiosity? Sympathy? If you experience any of these emotions, you are not alone.Chances are that you don't regularly associate with someone who is disabled.Here are four points to keep in mind if you should happen to meet a disabled person.
Disabled people can lead active lives
With few exceptions, a disability does not prevent someone from working, raising a family, or taking part in social activities.Many sports and recreation programs have been adapted to a person with a disability.Instead of concentrating on the disability, look at the person the same way you would look at any normal person.
It's all right to ask questions
Many people are afraid of offending someone by asking about their disability.When meeting them for the first time, it's natural to be curious about who he or she is, and where they're from.Asking questions is usually acceptable, as long as you use common sense.Don't, for example, ask a blind person how he feeds and bathes himself.
Offer help when necessary
You see a woman in a wheelchair having trouble entering a building.It's usually appropriate to lend a hand if someone is having obvious difficulty, but keep in mind that not everyone will be willing to accept your help.Unless the woman in the wheelchair is in danger, you do your part.
Remember that we all have obstacles to overcome
No matter who we are, each of us has a weakness or challenge to face.Like you, a disabled person would much rather be accepted for who they are, rather than be pitied.Many friends have said to me, "I often forget that you are blind." To me, that is the top compliment.

<question>:
What should you do if you find a disabled person can manage it?

<options>:
A You had better lend him or her a hand.
B You pretend that you haven't seen him or her.
C You should encourage him or her to try.
D You had better leave him or her alone.

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
When you first meet a disabled person, what is your first reaction? Curiosity? Sympathy? If you experience any of these emotions, you are not alone.Chances are that you don't regularly associate with someone who is disabled.Here are four points to keep in mind if you should happen to meet a disabled person.
Disabled people can lead active lives
With few exceptions, a disability does not prevent someone from working, raising a family, or taking part in social activities.Many sports and recreation programs have been adapted to a person with a disability.Instead of concentrating on the disability, look at the person the same way you would look at any normal person.
It's all right to ask questions
Many people are afraid of offending someone by asking about their disability.When meeting them for the first time, it's natural to be curious about who he or she is, and where they're from.Asking questions is usually acceptable, as long as you use common sense.Don't, for example, ask a blind person how he feeds and bathes himself.
Offer help when necessary
You see a woman in a wheelchair having trouble entering a building.It's usually appropriate to lend a hand if someone is having obvious difficulty, but keep in mind that not everyone will be willing to accept your help.Unless the woman in the wheelchair is in danger, you do your part.
Remember that we all have obstacles to overcome
No matter who we are, each of us has a weakness or challenge to face.Like you, a disabled person would much rather be accepted for who they are, rather than be pitied.Many friends have said to me, "I often forget that you are blind." To me, that is the top compliment.

<question>:
From this passage we learn that   _  .

<options>:
A the author is blind himself
B a disabled person needs pitying
C not everyone has a weakness
D some people have no difficulty

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
A
Like many other parts of our lives today, education has become a global enterprise. In microcosm , my school is proof of just how global. Monkseaton High School is an ordinary state-funded school of 850 students in the unfashionable part of northeastern England. Over the past seven years it has sent 12 students to American universities --- two of them to Harvard. Monkseaton has, in turn, attracted students from other countries, including Germany and Latvia. Monkseaton now almost routinely receives inquiries from students in Eastern European countries. Obviously, learning English is a big draw, but his pattern of student movement was unheard of five years ago.
The brain drain is a universal phenomenon, and countries that don't face up to the new reality will be losing some of their most precious resources. The northeast of England is its poorest region, and has experienced a severe loss of highly qualified professionals-to-be. Some of the most able 18-year-olds are going to other parts of Britain, even to other countries. What is happening here is happening to Britain as a whole. Most noticeably, there is a growing trend of British students taking degrees in American universities. This year the number will break the psychological barrier of 1,000 students for the first time.
And what is happening at the secondary-school level is happening to higher education. Wherever they come from, today's students have a very different perspective on education from their parents. Because of television, the Internet and their travels, these students see the world as a much smaller place than their parents once did. They are more confident in accepting the challenge of moving from one country to another, from one culture to another; in many cases they can even apply to schools over the Internet. Students are also more aware of the overall cost of education and are looking for value for money. Plus, for many, education linked to travel is a better option than education at home.

<question>:
Why does the author say education has become a global enterprise?

<options>:
A Monkseaton High School used to be a very unfashionable school in the Northeast England.
B Monkseaton High School is now one of the state-funded middle schools in England.
C Monkseaton High School has sent two top students to the Harvard University in U.S.
D There is now an extensive exchange of students among different countries.

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
A
Like many other parts of our lives today, education has become a global enterprise. In microcosm , my school is proof of just how global. Monkseaton High School is an ordinary state-funded school of 850 students in the unfashionable part of northeastern England. Over the past seven years it has sent 12 students to American universities --- two of them to Harvard. Monkseaton has, in turn, attracted students from other countries, including Germany and Latvia. Monkseaton now almost routinely receives inquiries from students in Eastern European countries. Obviously, learning English is a big draw, but his pattern of student movement was unheard of five years ago.
The brain drain is a universal phenomenon, and countries that don't face up to the new reality will be losing some of their most precious resources. The northeast of England is its poorest region, and has experienced a severe loss of highly qualified professionals-to-be. Some of the most able 18-year-olds are going to other parts of Britain, even to other countries. What is happening here is happening to Britain as a whole. Most noticeably, there is a growing trend of British students taking degrees in American universities. This year the number will break the psychological barrier of 1,000 students for the first time.
And what is happening at the secondary-school level is happening to higher education. Wherever they come from, today's students have a very different perspective on education from their parents. Because of television, the Internet and their travels, these students see the world as a much smaller place than their parents once did. They are more confident in accepting the challenge of moving from one country to another, from one culture to another; in many cases they can even apply to schools over the Internet. Students are also more aware of the overall cost of education and are looking for value for money. Plus, for many, education linked to travel is a better option than education at home.

<question>:
What can we infer about northeast England from the passage?

<options>:
A It is one of the poorest regions in England.
B It has experienced a severe loss of professionals.
C It will face a more serious brain drain in the near future.
D It is losing its young talents to other parts of the world.

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
A
Like many other parts of our lives today, education has become a global enterprise. In microcosm , my school is proof of just how global. Monkseaton High School is an ordinary state-funded school of 850 students in the unfashionable part of northeastern England. Over the past seven years it has sent 12 students to American universities --- two of them to Harvard. Monkseaton has, in turn, attracted students from other countries, including Germany and Latvia. Monkseaton now almost routinely receives inquiries from students in Eastern European countries. Obviously, learning English is a big draw, but his pattern of student movement was unheard of five years ago.
The brain drain is a universal phenomenon, and countries that don't face up to the new reality will be losing some of their most precious resources. The northeast of England is its poorest region, and has experienced a severe loss of highly qualified professionals-to-be. Some of the most able 18-year-olds are going to other parts of Britain, even to other countries. What is happening here is happening to Britain as a whole. Most noticeably, there is a growing trend of British students taking degrees in American universities. This year the number will break the psychological barrier of 1,000 students for the first time.
And what is happening at the secondary-school level is happening to higher education. Wherever they come from, today's students have a very different perspective on education from their parents. Because of television, the Internet and their travels, these students see the world as a much smaller place than their parents once did. They are more confident in accepting the challenge of moving from one country to another, from one culture to another; in many cases they can even apply to schools over the Internet. Students are also more aware of the overall cost of education and are looking for value for money. Plus, for many, education linked to travel is a better option than education at home.

<question>:
According to the passage, students today have different perspective from their parents on the following EXCEPT that    _   .

<options>:
A education linked to travel is much better than education at home
B overall cost of education should be considered against money value
C moving from one culture to another is a welcomed challenge
D the Internet is more popular and easier to access in the near future

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
A
Like many other parts of our lives today, education has become a global enterprise. In microcosm , my school is proof of just how global. Monkseaton High School is an ordinary state-funded school of 850 students in the unfashionable part of northeastern England. Over the past seven years it has sent 12 students to American universities --- two of them to Harvard. Monkseaton has, in turn, attracted students from other countries, including Germany and Latvia. Monkseaton now almost routinely receives inquiries from students in Eastern European countries. Obviously, learning English is a big draw, but his pattern of student movement was unheard of five years ago.
The brain drain is a universal phenomenon, and countries that don't face up to the new reality will be losing some of their most precious resources. The northeast of England is its poorest region, and has experienced a severe loss of highly qualified professionals-to-be. Some of the most able 18-year-olds are going to other parts of Britain, even to other countries. What is happening here is happening to Britain as a whole. Most noticeably, there is a growing trend of British students taking degrees in American universities. This year the number will break the psychological barrier of 1,000 students for the first time.
And what is happening at the secondary-school level is happening to higher education. Wherever they come from, today's students have a very different perspective on education from their parents. Because of television, the Internet and their travels, these students see the world as a much smaller place than their parents once did. They are more confident in accepting the challenge of moving from one country to another, from one culture to another; in many cases they can even apply to schools over the Internet. Students are also more aware of the overall cost of education and are looking for value for money. Plus, for many, education linked to travel is a better option than education at home.

<question>:
The students today tend to see the world as a much smaller place NOT because    _   .

<options>:
A they are having more exposure to the television programs
B they are having easier access to the Internet
C they are having frequent travels to the other parts of the world
D they are having better communication with their parents

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
A
Like many other parts of our lives today, education has become a global enterprise. In microcosm , my school is proof of just how global. Monkseaton High School is an ordinary state-funded school of 850 students in the unfashionable part of northeastern England. Over the past seven years it has sent 12 students to American universities --- two of them to Harvard. Monkseaton has, in turn, attracted students from other countries, including Germany and Latvia. Monkseaton now almost routinely receives inquiries from students in Eastern European countries. Obviously, learning English is a big draw, but his pattern of student movement was unheard of five years ago.
The brain drain is a universal phenomenon, and countries that don't face up to the new reality will be losing some of their most precious resources. The northeast of England is its poorest region, and has experienced a severe loss of highly qualified professionals-to-be. Some of the most able 18-year-olds are going to other parts of Britain, even to other countries. What is happening here is happening to Britain as a whole. Most noticeably, there is a growing trend of British students taking degrees in American universities. This year the number will break the psychological barrier of 1,000 students for the first time.
And what is happening at the secondary-school level is happening to higher education. Wherever they come from, today's students have a very different perspective on education from their parents. Because of television, the Internet and their travels, these students see the world as a much smaller place than their parents once did. They are more confident in accepting the challenge of moving from one country to another, from one culture to another; in many cases they can even apply to schools over the Internet. Students are also more aware of the overall cost of education and are looking for value for money. Plus, for many, education linked to travel is a better option than education at home.

<question>:
The purpose of the author in writing this passage is to    _   .

<options>:
A tell us the benefit of globalization of education
B analyze the causes for students' moving trend in Great Britain
C criticize the universal phenomenon of brain drain worldwide
D draw attention to students' moving from one country to another

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
Starting high school means many changes in your life.Most teenagers look forward to the first day of high school,but still feel a little bit nervous.In order to make your high school life easier, you can follow these tips.
Learn all you can about your first day before the first day.Take part in some activities that are held at the school for new students to know the school better.If parents are invited to these activities, take yours with you.Carefully look over all the materials you receive.Be sure you know where the school's buildings are.
Get the things you will need for class.Buy the things suggested on your teachers' supply lists and place your materials for each class separately.
Keep up with your high school workload .If you fmd you're not doing well in a subject,make use of after-school study groups or ask your teacher to help you with your schoolwork.Consider private tutoring to get you through a difficult time.
There're more extracurricular activities in high school than in middle school,such as clubs,music and theater groups,student government,and sports teams. Make friends and be seen at such school activities.Join a club or other organizations to meet people and develop friendships.Ask someone in school activities if you don't know how.This is a good time to do what you like doing and an opportunity to try new things.Whe said school has to be aH work and no play?
Since you'll attend more activities in high school than in middle school,you'll have to learn how to manage your time.

<question>:
The writer wrote this passage to  _  .

<options>:
A advise us to study hard in high school
B tell us how to live an easier life in high school
C show that we may live a hard life in high school
D explain why there will be many changes in high school

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
Starting high school means many changes in your life.Most teenagers look forward to the first day of high school,but still feel a little bit nervous.In order to make your high school life easier, you can follow these tips.
Learn all you can about your first day before the first day.Take part in some activities that are held at the school for new students to know the school better.If parents are invited to these activities, take yours with you.Carefully look over all the materials you receive.Be sure you know where the school's buildings are.
Get the things you will need for class.Buy the things suggested on your teachers' supply lists and place your materials for each class separately.
Keep up with your high school workload .If you fmd you're not doing well in a subject,make use of after-school study groups or ask your teacher to help you with your schoolwork.Consider private tutoring to get you through a difficult time.
There're more extracurricular activities in high school than in middle school,such as clubs,music and theater groups,student government,and sports teams. Make friends and be seen at such school activities.Join a club or other organizations to meet people and develop friendships.Ask someone in school activities if you don't know how.This is a good time to do what you like doing and an opportunity to try new things.Whe said school has to be aH work and no play?
Since you'll attend more activities in high school than in middle school,you'll have to learn how to manage your time.

<question>:
What will the Writer most probably talk about next?

<options>:
A How to manage time well in high school.
B Why we need to learn how to manage time.
C How to attend more activities in high school.
D Why middle school is difierent from high school.

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
Weekends are normally a time for shopping and last Saturday was no exception. My son Henry and I were shopping in a neighborhood market. Henry was busy weighing each new bag of vegetables I selected. I gave him a bag of potatoes and he walked over to the scale and waited in line. Suddenly, a man rushed over from behind, and stepped before him, hitting him out of the way. Henry looked shocked and scared. Seeing this I left my shopping cart and walked over to Henry, saying loudly, "Are you OK, honey? I saw what that man did to you. That was very, very wrong."
When the man finished weighing his bag, his sudden turning around made all his onions fall to the ground. The three of us stood there, frozen for a moment. And then I bent down on my hands and knees and started collecting onions. After I handed the onions to the man, he accepted them and put them into his bag. After Henry and I picked up all the onions, the man walked away without saying anything. We didn't discuss the event until we got back in the car.
On the way back home, Henry said through tears, "Mommy, I've a frustrating day. That man cut right in front of me. And we had to help him pick up his onions! Why did we do that? That didn't make any sense!"
I took a deep breath and said, "Henry, that man seemed to have a very bad mood today. We should forgive him. I was also angry with the man for treating you rudely. I really wanted to kick him. But doing that doesn't make any sense. If we hadn't helped him, we might have felt good for a moment, but then I bet we would have felt really sorry for a long time. You and I have a lot of love to share. Maybe that man doesn't have much. People who behave badly still need love."
A cheerful smile appeared on Henry's face. It was a smile of promise kept. It was the best smile I had ever seen. It was a good moment. It may have been my best mommy moment ever.

<question>:
What did the man do?

<options>:
A He cut in the line.
B He hit Henry on the head.
C He hurried away without paying.
D He ran into Henry suddenly.

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
Weekends are normally a time for shopping and last Saturday was no exception. My son Henry and I were shopping in a neighborhood market. Henry was busy weighing each new bag of vegetables I selected. I gave him a bag of potatoes and he walked over to the scale and waited in line. Suddenly, a man rushed over from behind, and stepped before him, hitting him out of the way. Henry looked shocked and scared. Seeing this I left my shopping cart and walked over to Henry, saying loudly, "Are you OK, honey? I saw what that man did to you. That was very, very wrong."
When the man finished weighing his bag, his sudden turning around made all his onions fall to the ground. The three of us stood there, frozen for a moment. And then I bent down on my hands and knees and started collecting onions. After I handed the onions to the man, he accepted them and put them into his bag. After Henry and I picked up all the onions, the man walked away without saying anything. We didn't discuss the event until we got back in the car.
On the way back home, Henry said through tears, "Mommy, I've a frustrating day. That man cut right in front of me. And we had to help him pick up his onions! Why did we do that? That didn't make any sense!"
I took a deep breath and said, "Henry, that man seemed to have a very bad mood today. We should forgive him. I was also angry with the man for treating you rudely. I really wanted to kick him. But doing that doesn't make any sense. If we hadn't helped him, we might have felt good for a moment, but then I bet we would have felt really sorry for a long time. You and I have a lot of love to share. Maybe that man doesn't have much. People who behave badly still need love."
A cheerful smile appeared on Henry's face. It was a smile of promise kept. It was the best smile I had ever seen. It was a good moment. It may have been my best mommy moment ever.

<question>:
What can we infer from the passage?

<options>:
A The author was not angry at all with what the man had done.
B The man was very sorry for what he had done to Henry.
C At last, Henry learned a very valuable life lesson from the event.
D Henry didn't help the author pick up the onions for the man.

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
Weekends are normally a time for shopping and last Saturday was no exception. My son Henry and I were shopping in a neighborhood market. Henry was busy weighing each new bag of vegetables I selected. I gave him a bag of potatoes and he walked over to the scale and waited in line. Suddenly, a man rushed over from behind, and stepped before him, hitting him out of the way. Henry looked shocked and scared. Seeing this I left my shopping cart and walked over to Henry, saying loudly, "Are you OK, honey? I saw what that man did to you. That was very, very wrong."
When the man finished weighing his bag, his sudden turning around made all his onions fall to the ground. The three of us stood there, frozen for a moment. And then I bent down on my hands and knees and started collecting onions. After I handed the onions to the man, he accepted them and put them into his bag. After Henry and I picked up all the onions, the man walked away without saying anything. We didn't discuss the event until we got back in the car.
On the way back home, Henry said through tears, "Mommy, I've a frustrating day. That man cut right in front of me. And we had to help him pick up his onions! Why did we do that? That didn't make any sense!"
I took a deep breath and said, "Henry, that man seemed to have a very bad mood today. We should forgive him. I was also angry with the man for treating you rudely. I really wanted to kick him. But doing that doesn't make any sense. If we hadn't helped him, we might have felt good for a moment, but then I bet we would have felt really sorry for a long time. You and I have a lot of love to share. Maybe that man doesn't have much. People who behave badly still need love."
A cheerful smile appeared on Henry's face. It was a smile of promise kept. It was the best smile I had ever seen. It was a good moment. It may have been my best mommy moment ever.

<question>:
Which of the following word can best describe the author?

<options>:
A Narrow-minded.
B Broad-minded.
C Strong-willed.
D Bad-tempered.

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
I stood at the wqindow and watched the neighborhood children flying their kites on the hill behind our house. Next to me, my four-year-old son, Michael, pressed his face against the glass. Then, looking up at me with pleading eyes, he again asked if he could have a kite.
   Ever since he had first seen the children on the hill, Michael had been asking the same question, and had been given the same answer: "Wait till you are a little older." Michael hid his face in my skirt, something he always did when he was going to cry and didn't want me to see.
   I felt like crying myself. Because of my health I simply didn't have the strength or energy to fly a kite with Michael, and Michael was too young to fly a kite all by himself. My husband worked long, irregular  hours, and even so we kept going deeper in debt. As a result, a tension had grown between us.
   Michael was the one spark of life left for me. As I put him into bed that evening, he said, "Mummy, may I pray to God to send me a yellow kite?"
   "Yes," I said. "We will leave it up to him." I was tired of the whole thing and hoped that maybe this would make Michae stop talking about it.
   The next morning I raised the shade in the kitchen, and stared at the sight that met my eyes--a string hanging down in front of the window. I ran out of the back door. There was a kite, a yellow one.
   Michael clapped his hands and jumped up and down. "Mummy, I knew God would answer my prayer!" I didn't believed. We asked all over the neighborhood but twe never found the kite's former owner.
   My depression left me, and as my health improved, so did my relationship with my husband. All I needed was comfort; no matter what it is, the kindness always exists in my heart.

<question>:
When the author's son was about to cry he   _  .

<options>:
A always went out to fly his kite with his friends
B always hid his face in his mother' s skirt
C always pressed his face against the glass
D was always angry and ignored his mother.

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
I stood at the wqindow and watched the neighborhood children flying their kites on the hill behind our house. Next to me, my four-year-old son, Michael, pressed his face against the glass. Then, looking up at me with pleading eyes, he again asked if he could have a kite.
   Ever since he had first seen the children on the hill, Michael had been asking the same question, and had been given the same answer: "Wait till you are a little older." Michael hid his face in my skirt, something he always did when he was going to cry and didn't want me to see.
   I felt like crying myself. Because of my health I simply didn't have the strength or energy to fly a kite with Michael, and Michael was too young to fly a kite all by himself. My husband worked long, irregular  hours, and even so we kept going deeper in debt. As a result, a tension had grown between us.
   Michael was the one spark of life left for me. As I put him into bed that evening, he said, "Mummy, may I pray to God to send me a yellow kite?"
   "Yes," I said. "We will leave it up to him." I was tired of the whole thing and hoped that maybe this would make Michae stop talking about it.
   The next morning I raised the shade in the kitchen, and stared at the sight that met my eyes--a string hanging down in front of the window. I ran out of the back door. There was a kite, a yellow one.
   Michael clapped his hands and jumped up and down. "Mummy, I knew God would answer my prayer!" I didn't believed. We asked all over the neighborhood but twe never found the kite's former owner.
   My depression left me, and as my health improved, so did my relationship with my husband. All I needed was comfort; no matter what it is, the kindness always exists in my heart.

<question>:
Why didn't the author buy her son a kite?

<options>:
A She thought it was unsafe to fly a kite on the hill.
B She was too busy to fly a kite with her son.
C She didn't have enough energy and money.
D She didn't want to spend the money.

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
I stood at the wqindow and watched the neighborhood children flying their kites on the hill behind our house. Next to me, my four-year-old son, Michael, pressed his face against the glass. Then, looking up at me with pleading eyes, he again asked if he could have a kite.
   Ever since he had first seen the children on the hill, Michael had been asking the same question, and had been given the same answer: "Wait till you are a little older." Michael hid his face in my skirt, something he always did when he was going to cry and didn't want me to see.
   I felt like crying myself. Because of my health I simply didn't have the strength or energy to fly a kite with Michael, and Michael was too young to fly a kite all by himself. My husband worked long, irregular  hours, and even so we kept going deeper in debt. As a result, a tension had grown between us.
   Michael was the one spark of life left for me. As I put him into bed that evening, he said, "Mummy, may I pray to God to send me a yellow kite?"
   "Yes," I said. "We will leave it up to him." I was tired of the whole thing and hoped that maybe this would make Michae stop talking about it.
   The next morning I raised the shade in the kitchen, and stared at the sight that met my eyes--a string hanging down in front of the window. I ran out of the back door. There was a kite, a yellow one.
   Michael clapped his hands and jumped up and down. "Mummy, I knew God would answer my prayer!" I didn't believed. We asked all over the neighborhood but twe never found the kite's former owner.
   My depression left me, and as my health improved, so did my relationship with my husband. All I needed was comfort; no matter what it is, the kindness always exists in my heart.

<question>:
Which of the following would be the reason for the author not giving herself up?

<options>:
A Her son's birth and growing up.
B Her husband's deep love for her.
C Her dream of rich life.
D Her belief in God who would help her.

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
I stood at the wqindow and watched the neighborhood children flying their kites on the hill behind our house. Next to me, my four-year-old son, Michael, pressed his face against the glass. Then, looking up at me with pleading eyes, he again asked if he could have a kite.
   Ever since he had first seen the children on the hill, Michael had been asking the same question, and had been given the same answer: "Wait till you are a little older." Michael hid his face in my skirt, something he always did when he was going to cry and didn't want me to see.
   I felt like crying myself. Because of my health I simply didn't have the strength or energy to fly a kite with Michael, and Michael was too young to fly a kite all by himself. My husband worked long, irregular  hours, and even so we kept going deeper in debt. As a result, a tension had grown between us.
   Michael was the one spark of life left for me. As I put him into bed that evening, he said, "Mummy, may I pray to God to send me a yellow kite?"
   "Yes," I said. "We will leave it up to him." I was tired of the whole thing and hoped that maybe this would make Michae stop talking about it.
   The next morning I raised the shade in the kitchen, and stared at the sight that met my eyes--a string hanging down in front of the window. I ran out of the back door. There was a kite, a yellow one.
   Michael clapped his hands and jumped up and down. "Mummy, I knew God would answer my prayer!" I didn't believed. We asked all over the neighborhood but twe never found the kite's former owner.
   My depression left me, and as my health improved, so did my relationship with my husband. All I needed was comfort; no matter what it is, the kindness always exists in my heart.

<question>:
What can we learn about the author's husband according to the passage?

<options>:
A He bought the yellow kite for his son.
B He had a very good job but earned a little.
C He didn't love his wife and son any more.
D He couldn't earn enough money to support his family.

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
I stood at the wqindow and watched the neighborhood children flying their kites on the hill behind our house. Next to me, my four-year-old son, Michael, pressed his face against the glass. Then, looking up at me with pleading eyes, he again asked if he could have a kite.
   Ever since he had first seen the children on the hill, Michael had been asking the same question, and had been given the same answer: "Wait till you are a little older." Michael hid his face in my skirt, something he always did when he was going to cry and didn't want me to see.
   I felt like crying myself. Because of my health I simply didn't have the strength or energy to fly a kite with Michael, and Michael was too young to fly a kite all by himself. My husband worked long, irregular  hours, and even so we kept going deeper in debt. As a result, a tension had grown between us.
   Michael was the one spark of life left for me. As I put him into bed that evening, he said, "Mummy, may I pray to God to send me a yellow kite?"
   "Yes," I said. "We will leave it up to him." I was tired of the whole thing and hoped that maybe this would make Michae stop talking about it.
   The next morning I raised the shade in the kitchen, and stared at the sight that met my eyes--a string hanging down in front of the window. I ran out of the back door. There was a kite, a yellow one.
   Michael clapped his hands and jumped up and down. "Mummy, I knew God would answer my prayer!" I didn't believed. We asked all over the neighborhood but twe never found the kite's former owner.
   My depression left me, and as my health improved, so did my relationship with my husband. All I needed was comfort; no matter what it is, the kindness always exists in my heart.

<question>:
From the text we can conclude that   _  .

<options>:
A it's important to give a child what he wants
B there are many unhappy families in the world
C a kindness helps change a person and a family
D sometimes good luck will come to anybody

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
Hundreds of thousands of women develop breo bravely battle the disease. However, last month, Soraya Lamilla died, after givinast cancer  each year. Latino musician Soraya was among those women who countless other women hope for recovery. She was 37. Soraya Lamilla was born in the state of New Jersey in 1969. Her parents had come to the United States from Colombia. Soraya discovered her interest in music early in life. She began studying the guitar when she was five. She was playing the violin at the age of eight. Her family often traveled between Colombia and the United States. Soraya's music was a mix of those cultures. In fact, she released both Spanish and English versions of her first two albums. This Latin Grammy winner had big plans for her musical career in June of 2000. She had released her third album and was about to launch a two-year tour to promote it. But when she found a lump  in her breast, none of those plans mattered. She had a new mission --to take care of her health and help other women understand the cancer that had already taken her mother, aunt and grandmother. Soraya began to work as a spokeswoman for the Susan G Komen Breast Cancer Foundation, giving hope to women who, like herself, suffered from this illness. Soraya also spent much of her time spreading the message of the importance of breast examination and treatment. In a letter to her fans posted on her Internet site, Soraya wrote, "I have not lost this battle, because I know the fight was not in vain. Instead, it will help end a larger battle: early detection to prevent this terrible disease."

<question>:
From Soraya's story, we know this Latino musician was a   _  .

<options>:
A strong-minded woman who was willing to help others
B strong-willed artist with courage to promote her new album
C warm-hearted musician who relieved people's suffering with her songs
D wise person with many famous sayings

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
Hundreds of thousands of women develop breo bravely battle the disease. However, last month, Soraya Lamilla died, after givinast cancer  each year. Latino musician Soraya was among those women who countless other women hope for recovery. She was 37. Soraya Lamilla was born in the state of New Jersey in 1969. Her parents had come to the United States from Colombia. Soraya discovered her interest in music early in life. She began studying the guitar when she was five. She was playing the violin at the age of eight. Her family often traveled between Colombia and the United States. Soraya's music was a mix of those cultures. In fact, she released both Spanish and English versions of her first two albums. This Latin Grammy winner had big plans for her musical career in June of 2000. She had released her third album and was about to launch a two-year tour to promote it. But when she found a lump  in her breast, none of those plans mattered. She had a new mission --to take care of her health and help other women understand the cancer that had already taken her mother, aunt and grandmother. Soraya began to work as a spokeswoman for the Susan G Komen Breast Cancer Foundation, giving hope to women who, like herself, suffered from this illness. Soraya also spent much of her time spreading the message of the importance of breast examination and treatment. In a letter to her fans posted on her Internet site, Soraya wrote, "I have not lost this battle, because I know the fight was not in vain. Instead, it will help end a larger battle: early detection to prevent this terrible disease."

<question>:
It can be concluded that the passage is most probably part of a   _  .

<options>:
A brief biography of the famous Latino musician Soraya Lamilla
B review of the life of Latino musician Soraya Lamilla
C story about how Latino musician Soraya Lamilla became famous
D news report about the death of Latino musician Soraya Lamilla

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
Among the Boys is a unique after-school program for boys living in the Highland Park neighborhood of our city. The organizational task is to provide males living in low-income and public housing with opportunities to discover their ability to change challenges into possibilities. The program includes an academic part as well as specific plans for supporting the overall development of the participants. Among the Boys uses painting as an instrument for helping boys examine their world, discuss it, and develop positive ways of handling the challenges they face daily. Young men present personal challenges to the group, such as a recent fight or the long-term drug abuse they observe in their neighborhood. After guided discussion, the youth work as a team, determining how to best represent the issue at hand in a painting. The resulting paintings and explanations of these paintings provided by the young people suggest that something profound  occurs through this process. These young men are learning a healthy way to express and cope with the pain and suffering they feel. Art serves as a healing process and a structured method of teaching teamwork, nonviolent values, conflict handling and problem-solving skills.
Activities in Among the Boys are in agreement with the best practices in the prevention of high-risk behavior. First, community-based youth development programs are considered important parts of a comprehensive prevention method, particularly in high-risk neighborhoods. Second, compensatory  education that targets at risk youth for academic failure is also considered an effective prevention method. Third, interventions  aimed at improving youth's moral reasoning, social problem-solving, and thinking skills are reported to be effective methods for reducing violence in high-risk populations, especially when carried out with elementary school-aged boys. Finally, Among the Boys has an adapted tutoring part, considered an effective prevention tool. Tutoring is typically a one-to-one match between a tutor and a youth, but Among the Boys employs what is referred to as "group tutoring." Among the Boys makes up for its high student-tutor ratio  with quality and quantity of time, as the program meets after school, on Saturdays, and all day during the summer, and is staffed primarily by males, an unusual quality among educational programs.
Among the Boys is rare and successful form of grassroots program, and represents the dream of a successful male who grew up in the Highland Park neighborhood and has returned to make a valuable contribution to his community.

<question>:
Which of the following statements is implied in the passage?

<options>:
A Art programs can promote painting but cannot prevent school failure.
B Social problem-solving skills are not important for high school-age youth.
C Most educational programs have some female staff members.
D Teamwork produces better paintings than does independent work.

<answer>:


Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
Among the Boys is a unique after-school program for boys living in the Highland Park neighborhood of our city. The organizational task is to provide males living in low-income and public housing with opportunities to discover their ability to change challenges into possibilities. The program includes an academic part as well as specific plans for supporting the overall development of the participants. Among the Boys uses painting as an instrument for helping boys examine their world, discuss it, and develop positive ways of handling the challenges they face daily. Young men present personal challenges to the group, such as a recent fight or the long-term drug abuse they observe in their neighborhood. After guided discussion, the youth work as a team, determining how to best represent the issue at hand in a painting. The resulting paintings and explanations of these paintings provided by the young people suggest that something profound  occurs through this process. These young men are learning a healthy way to express and cope with the pain and suffering they feel. Art serves as a healing process and a structured method of teaching teamwork, nonviolent values, conflict handling and problem-solving skills.
Activities in Among the Boys are in agreement with the best practices in the prevention of high-risk behavior. First, community-based youth development programs are considered important parts of a comprehensive prevention method, particularly in high-risk neighborhoods. Second, compensatory  education that targets at risk youth for academic failure is also considered an effective prevention method. Third, interventions  aimed at improving youth's moral reasoning, social problem-solving, and thinking skills are reported to be effective methods for reducing violence in high-risk populations, especially when carried out with elementary school-aged boys. Finally, Among the Boys has an adapted tutoring part, considered an effective prevention tool. Tutoring is typically a one-to-one match between a tutor and a youth, but Among the Boys employs what is referred to as "group tutoring." Among the Boys makes up for its high student-tutor ratio  with quality and quantity of time, as the program meets after school, on Saturdays, and all day during the summer, and is staffed primarily by males, an unusual quality among educational programs.
Among the Boys is rare and successful form of grassroots program, and represents the dream of a successful male who grew up in the Highland Park neighborhood and has returned to make a valuable contribution to his community.

<question>:
In discussing Among the Boys' tutoring part, the author implies that   _  .

<options>:
A Among the Boys employs a traditional tutoring model
B tutoring is effective only with elementary school-age boys
C tutoring prevents the youth's attention from wandering off
D increased hours with a group can be as effective as a one-to-one tutoring relationship

<answer>: