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[
{
"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nOne cold day in winter, my wife and I were walking back home from the grocery store as usual when we suddenly decided to walk into a coffee shop.\nMy wife ordered a coffee at the counter. Just then, I saw a young woman in her thirties helping with a rather weak Mexican woman into the shop. Maybe it was the gentleness of their difficult experiences or an unclear familiarity with the situation that drew my full attention. I immediately had a strong wish to do something for them. Unfortunately, before I could think of anything reasonable to say, they left the coffee shop without ordering anything!\nWhen my wife returned, I told her about the two women and said, \"I missed the chance to do something for them.\" Strangely enough, though, they came back into the same coffee shop five minutes later. Unbelievable! \"This is my chance,\" I thought out loud as my wife shared some creative possibilities. The two women ordered, took their place card and left the counter.\nAfter quickly finishing our coffee, we walked up to the counter and asked the smiling cashier , \"What is your most popular dessert ?\" Chocolate Cake,\" she answered. With a childlike feeling of happiness, my wife made an unusual order. \"Can I buy a chocolate cake for the two women who were here just before us? But don't tell them it is from us. Just give them this card,\" she said while taking out a smile card. The cashier couldn't believe it. \" Do you do this all the time?\" she asked. \" Not all the time, but just whenever the heart calls for it,\" I answered with a natural smile.\nWe, my wife and I, are people of middle income . That night, we had planned to have our once-in-a-while dinner at a restaurant. But walking out of that coffee shop, both of us stood upright and said, \"Let's eat at home today.\" It's more filling to give a chocolate cake than to eat it.\n\n<question>:\nHow did the author feel when he first saw the two women?\n\n<options>:\nA Proud.\nB Frightened.\nC Interested.\nD Upset.\n\n<answer>:\n",
"assistant": "C"
}
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2,302
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[
{
"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nOne cold day in winter, my wife and I were walking back home from the grocery store as usual when we suddenly decided to walk into a coffee shop.\nMy wife ordered a coffee at the counter. Just then, I saw a young woman in her thirties helping with a rather weak Mexican woman into the shop. Maybe it was the gentleness of their difficult experiences or an unclear familiarity with the situation that drew my full attention. I immediately had a strong wish to do something for them. Unfortunately, before I could think of anything reasonable to say, they left the coffee shop without ordering anything!\nWhen my wife returned, I told her about the two women and said, \"I missed the chance to do something for them.\" Strangely enough, though, they came back into the same coffee shop five minutes later. Unbelievable! \"This is my chance,\" I thought out loud as my wife shared some creative possibilities. The two women ordered, took their place card and left the counter.\nAfter quickly finishing our coffee, we walked up to the counter and asked the smiling cashier , \"What is your most popular dessert ?\" Chocolate Cake,\" she answered. With a childlike feeling of happiness, my wife made an unusual order. \"Can I buy a chocolate cake for the two women who were here just before us? But don't tell them it is from us. Just give them this card,\" she said while taking out a smile card. The cashier couldn't believe it. \" Do you do this all the time?\" she asked. \" Not all the time, but just whenever the heart calls for it,\" I answered with a natural smile.\nWe, my wife and I, are people of middle income . That night, we had planned to have our once-in-a-while dinner at a restaurant. But walking out of that coffee shop, both of us stood upright and said, \"Let's eat at home today.\" It's more filling to give a chocolate cake than to eat it.\n\n<question>:\nThe author missed the first chance to help the two women because _ .\n\n<options>:\nA they refused to receive the author's help\nB the author didn't bring too much money\nC the author's wife took away his wallet\nD they left the coffee shop immediately\n\n<answer>:\n",
"assistant": "D"
}
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2,303
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{
"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nOne cold day in winter, my wife and I were walking back home from the grocery store as usual when we suddenly decided to walk into a coffee shop.\nMy wife ordered a coffee at the counter. Just then, I saw a young woman in her thirties helping with a rather weak Mexican woman into the shop. Maybe it was the gentleness of their difficult experiences or an unclear familiarity with the situation that drew my full attention. I immediately had a strong wish to do something for them. Unfortunately, before I could think of anything reasonable to say, they left the coffee shop without ordering anything!\nWhen my wife returned, I told her about the two women and said, \"I missed the chance to do something for them.\" Strangely enough, though, they came back into the same coffee shop five minutes later. Unbelievable! \"This is my chance,\" I thought out loud as my wife shared some creative possibilities. The two women ordered, took their place card and left the counter.\nAfter quickly finishing our coffee, we walked up to the counter and asked the smiling cashier , \"What is your most popular dessert ?\" Chocolate Cake,\" she answered. With a childlike feeling of happiness, my wife made an unusual order. \"Can I buy a chocolate cake for the two women who were here just before us? But don't tell them it is from us. Just give them this card,\" she said while taking out a smile card. The cashier couldn't believe it. \" Do you do this all the time?\" she asked. \" Not all the time, but just whenever the heart calls for it,\" I answered with a natural smile.\nWe, my wife and I, are people of middle income . That night, we had planned to have our once-in-a-while dinner at a restaurant. But walking out of that coffee shop, both of us stood upright and said, \"Let's eat at home today.\" It's more filling to give a chocolate cake than to eat it.\n\n<question>:\nWhat did the author's wife do for the two women?\n\n<options>:\nA She shared some good ideas.\nB She ordered a cake for them.\nC She made a usual order for them.\nD She bought them a smile card.\n\n<answer>:\n",
"assistant": "B"
}
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2,304
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[
{
"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nOne cold day in winter, my wife and I were walking back home from the grocery store as usual when we suddenly decided to walk into a coffee shop.\nMy wife ordered a coffee at the counter. Just then, I saw a young woman in her thirties helping with a rather weak Mexican woman into the shop. Maybe it was the gentleness of their difficult experiences or an unclear familiarity with the situation that drew my full attention. I immediately had a strong wish to do something for them. Unfortunately, before I could think of anything reasonable to say, they left the coffee shop without ordering anything!\nWhen my wife returned, I told her about the two women and said, \"I missed the chance to do something for them.\" Strangely enough, though, they came back into the same coffee shop five minutes later. Unbelievable! \"This is my chance,\" I thought out loud as my wife shared some creative possibilities. The two women ordered, took their place card and left the counter.\nAfter quickly finishing our coffee, we walked up to the counter and asked the smiling cashier , \"What is your most popular dessert ?\" Chocolate Cake,\" she answered. With a childlike feeling of happiness, my wife made an unusual order. \"Can I buy a chocolate cake for the two women who were here just before us? But don't tell them it is from us. Just give them this card,\" she said while taking out a smile card. The cashier couldn't believe it. \" Do you do this all the time?\" she asked. \" Not all the time, but just whenever the heart calls for it,\" I answered with a natural smile.\nWe, my wife and I, are people of middle income . That night, we had planned to have our once-in-a-while dinner at a restaurant. But walking out of that coffee shop, both of us stood upright and said, \"Let's eat at home today.\" It's more filling to give a chocolate cake than to eat it.\n\n<question>:\nWhy did the author and his wife decide to eat at home?\n\n<options>:\nA They had no money left.\nB They had drunk enough coffee.\nC They were full of happiness from giving.\nD They wanted to go home to take a rest earlier.\n\n<answer>:\n",
"assistant": "C"
}
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2,305
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[
{
"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nDo you remember the good old days? Innocent times spent sharing documents and executable files without a care in the world. Okay, every month or so you might encounter a boot sector virus -- but they were easy to deal with even if the anti-virus software didn't pick them up. \nBut those long lazy summers disappeared too fast. Macro viruses made Information Technology (IT) administrators grow up fast as they realized there was a type of virus which could spread very quickly throughout an organization. It wasn't unusual to find hundreds of computers within personal company infected by viruses transmitted via email attachments. The IT staff were amongst the fittest departments in your company, running from Personal Computer (PC) to the next cleaning them up. \n There had to be a better way. Companies now realize that viruses aren't \"urban myths\", and can have a serious impact on their operations. They invest in anti-virus software on the desktops, servers and email gateways and even put in place procedures to ensure their anti-virus is up-to-date with the very latest detection routines. \nIt sounds like companies have put in place adequate defenses to protect against viruses. But have they? Anti-virus software detects most of the viruses your users are likely to encounter -- often without the user even knowing. However, the software must be updated regularly, preferably daily in any large company. Even then, a very new virus can infect your users. With the rapid transmission of files through networks and the Internet, a virus can spread a considerable distance before it can be identified and protected against. Fortunately, only a few viruses ever do this but the likes of Melissa and the Love Bug can inflict serious damage before their progress is stopped. While employees become suddenly aware during the ensuing media excitement, they soon forget about the virus threat as the stories disappear from the news headlines. \n This is the danger. Complacency can set in when there is no perceived \"action\" on the virus front with no global crisis, and the importance of being vigilant about viruses recedes in your users' minds. They forget what the big deal was in the first place -- after all, anti-virus software deals with the viruses, doesn't it? And isn't it the IT department's job to look after this sort of thing? \n Before you know it your users are opening unsolicited attachments once more, downloading unauthorized software, and putting your company's data and credibility at risk. All because the users think that they are working in a safe environment. Employees see anti-virus software, firewalls and IT departments as guarantees that their computers will work and be safe. Of course, there aren't any guarantees. Anti-virus software plays one, albeit important, part in the defense of your company from malicious attack but the security of your computer system is only as strong as the weakest link. And that, more often than not, is the human factor. \n No employer wants to come across as a killjoy or an ogre. Most will willingly accept that the happiest employees are those who feel that they are respected and trusted by their employer. Many companies accept that employees will send and receive a certain amount of personal email and make the odd personal telephone call. \n However, the worry comes when employees start risking company security in pursuit of personal amusement. Funny screensavers and games downloaded from the Internet can seem harmless enough but they could easily be harboring a dangerous virus. \nSoftware downloaded from the net is often unlicensed and unsupported, and may cause conflicts with existing software in use at your company. Unlicensed, pirated software is an ideal vector for a computer virus. Virus writers and hackers often use such software as the ideal \"kick-start\" for their virus distribution. It is vitally important that employees be educated about the virus threat but this cannot be a one-off event. The potential threat should always be in the back of an employee's mind and precautionary measures should be taken as a matter of course. There is no harm in reminding people about what could happen if they let their guard down. In the end, education is the key to a virus-free environment and this is a continual process. It may not be the most exciting thing on the agenda but it works. \n The lesson is simple. You can have the best software in the world protecting your company's defenses; you can even be the biggest IT company in the world; but without your users practicing safe computing they will always be the weakest link.\n\n<question>:\nWhich of the following best summarizes the main idea of the passage?\n\n<options>:\nA Employees welcome the free software available on the Internet and they download a lot of it.\nB Employees should be constantly warned about virus threats to ensure the normal functioning of the company's computer system.\nC Employees like to take advantage of the facilities in their companies to handle their personal matters.\nD Employees take anti-virus software, firewalls and IT staff as guarantees for the normal functioning of their PCs.\n\n<answer>:\n",
"assistant": "B"
}
] |
2,306
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[
{
"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nDo you remember the good old days? Innocent times spent sharing documents and executable files without a care in the world. Okay, every month or so you might encounter a boot sector virus -- but they were easy to deal with even if the anti-virus software didn't pick them up. \nBut those long lazy summers disappeared too fast. Macro viruses made Information Technology (IT) administrators grow up fast as they realized there was a type of virus which could spread very quickly throughout an organization. It wasn't unusual to find hundreds of computers within personal company infected by viruses transmitted via email attachments. The IT staff were amongst the fittest departments in your company, running from Personal Computer (PC) to the next cleaning them up. \n There had to be a better way. Companies now realize that viruses aren't \"urban myths\", and can have a serious impact on their operations. They invest in anti-virus software on the desktops, servers and email gateways and even put in place procedures to ensure their anti-virus is up-to-date with the very latest detection routines. \nIt sounds like companies have put in place adequate defenses to protect against viruses. But have they? Anti-virus software detects most of the viruses your users are likely to encounter -- often without the user even knowing. However, the software must be updated regularly, preferably daily in any large company. Even then, a very new virus can infect your users. With the rapid transmission of files through networks and the Internet, a virus can spread a considerable distance before it can be identified and protected against. Fortunately, only a few viruses ever do this but the likes of Melissa and the Love Bug can inflict serious damage before their progress is stopped. While employees become suddenly aware during the ensuing media excitement, they soon forget about the virus threat as the stories disappear from the news headlines. \n This is the danger. Complacency can set in when there is no perceived \"action\" on the virus front with no global crisis, and the importance of being vigilant about viruses recedes in your users' minds. They forget what the big deal was in the first place -- after all, anti-virus software deals with the viruses, doesn't it? And isn't it the IT department's job to look after this sort of thing? \n Before you know it your users are opening unsolicited attachments once more, downloading unauthorized software, and putting your company's data and credibility at risk. All because the users think that they are working in a safe environment. Employees see anti-virus software, firewalls and IT departments as guarantees that their computers will work and be safe. Of course, there aren't any guarantees. Anti-virus software plays one, albeit important, part in the defense of your company from malicious attack but the security of your computer system is only as strong as the weakest link. And that, more often than not, is the human factor. \n No employer wants to come across as a killjoy or an ogre. Most will willingly accept that the happiest employees are those who feel that they are respected and trusted by their employer. Many companies accept that employees will send and receive a certain amount of personal email and make the odd personal telephone call. \n However, the worry comes when employees start risking company security in pursuit of personal amusement. Funny screensavers and games downloaded from the Internet can seem harmless enough but they could easily be harboring a dangerous virus. \nSoftware downloaded from the net is often unlicensed and unsupported, and may cause conflicts with existing software in use at your company. Unlicensed, pirated software is an ideal vector for a computer virus. Virus writers and hackers often use such software as the ideal \"kick-start\" for their virus distribution. It is vitally important that employees be educated about the virus threat but this cannot be a one-off event. The potential threat should always be in the back of an employee's mind and precautionary measures should be taken as a matter of course. There is no harm in reminding people about what could happen if they let their guard down. In the end, education is the key to a virus-free environment and this is a continual process. It may not be the most exciting thing on the agenda but it works. \n The lesson is simple. You can have the best software in the world protecting your company's defenses; you can even be the biggest IT company in the world; but without your users practicing safe computing they will always be the weakest link.\n\n<question>:\nEmployers are likely to do all of the following except that _ .\n\n<options>:\nA they do what they can to make their employees feel respected and trusted\nB they allow their employees to make some personal telephone calls\nC they criticize their employees for what they don't do well\nD they allow their employees to send and receive some personal email\n\n<answer>:\n",
"assistant": "C"
}
] |
2,307
|
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[
{
"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nDo you remember the good old days? Innocent times spent sharing documents and executable files without a care in the world. Okay, every month or so you might encounter a boot sector virus -- but they were easy to deal with even if the anti-virus software didn't pick them up. \nBut those long lazy summers disappeared too fast. Macro viruses made Information Technology (IT) administrators grow up fast as they realized there was a type of virus which could spread very quickly throughout an organization. It wasn't unusual to find hundreds of computers within personal company infected by viruses transmitted via email attachments. The IT staff were amongst the fittest departments in your company, running from Personal Computer (PC) to the next cleaning them up. \n There had to be a better way. Companies now realize that viruses aren't \"urban myths\", and can have a serious impact on their operations. They invest in anti-virus software on the desktops, servers and email gateways and even put in place procedures to ensure their anti-virus is up-to-date with the very latest detection routines. \nIt sounds like companies have put in place adequate defenses to protect against viruses. But have they? Anti-virus software detects most of the viruses your users are likely to encounter -- often without the user even knowing. However, the software must be updated regularly, preferably daily in any large company. Even then, a very new virus can infect your users. With the rapid transmission of files through networks and the Internet, a virus can spread a considerable distance before it can be identified and protected against. Fortunately, only a few viruses ever do this but the likes of Melissa and the Love Bug can inflict serious damage before their progress is stopped. While employees become suddenly aware during the ensuing media excitement, they soon forget about the virus threat as the stories disappear from the news headlines. \n This is the danger. Complacency can set in when there is no perceived \"action\" on the virus front with no global crisis, and the importance of being vigilant about viruses recedes in your users' minds. They forget what the big deal was in the first place -- after all, anti-virus software deals with the viruses, doesn't it? And isn't it the IT department's job to look after this sort of thing? \n Before you know it your users are opening unsolicited attachments once more, downloading unauthorized software, and putting your company's data and credibility at risk. All because the users think that they are working in a safe environment. Employees see anti-virus software, firewalls and IT departments as guarantees that their computers will work and be safe. Of course, there aren't any guarantees. Anti-virus software plays one, albeit important, part in the defense of your company from malicious attack but the security of your computer system is only as strong as the weakest link. And that, more often than not, is the human factor. \n No employer wants to come across as a killjoy or an ogre. Most will willingly accept that the happiest employees are those who feel that they are respected and trusted by their employer. Many companies accept that employees will send and receive a certain amount of personal email and make the odd personal telephone call. \n However, the worry comes when employees start risking company security in pursuit of personal amusement. Funny screensavers and games downloaded from the Internet can seem harmless enough but they could easily be harboring a dangerous virus. \nSoftware downloaded from the net is often unlicensed and unsupported, and may cause conflicts with existing software in use at your company. Unlicensed, pirated software is an ideal vector for a computer virus. Virus writers and hackers often use such software as the ideal \"kick-start\" for their virus distribution. It is vitally important that employees be educated about the virus threat but this cannot be a one-off event. The potential threat should always be in the back of an employee's mind and precautionary measures should be taken as a matter of course. There is no harm in reminding people about what could happen if they let their guard down. In the end, education is the key to a virus-free environment and this is a continual process. It may not be the most exciting thing on the agenda but it works. \n The lesson is simple. You can have the best software in the world protecting your company's defenses; you can even be the biggest IT company in the world; but without your users practicing safe computing they will always be the weakest link.\n\n<question>:\nThe best way to minimize the negative influence that computer viruses may bring is _ .\n\n<options>:\nA to get the best, up-to-date software\nB to have the best IT department\nC to educate computer users\nD to download free software\n\n<answer>:\n",
"assistant": "C"
}
] |
2,308
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[
{
"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nIn the earliest stages of man's development he had no more need of money than animals have. He was content with very simple forms of shelter, made his own rough tools and weapons and could provide food and clothing for himself and his family from natural materials around him. As he became more civilized, however, he began to want better shelter, more efficient tools and weapons, and more comfortable and more lasting clothing than could be provided by his own neighborhood or by the work of his own unskilled hands. For these things he had to turn to the skilled people such as smiths, leather workers or carpenters. It was then that the question of payment arose.\nAt first he got what he wanted by a simple process of exchange. The smith who had not the time to look after land or cattle was glad to take meat or grain from the farmer in exchange for an axe or a plough . But as more and more goods which had no fixed exchange value came on the market, exchange became too complicated to be satisfactory. Another problem arose when those who made things wanted to get stocks of wood or leather, or iron, but had nothing to offer in exchange until their finished goods were ready.\nThus the difficulties of exchange led by degree to the invention of money. In some countries easily handled things like seeds or shells were given a certain value and farmer, instead of paying the smith for a new axe by giving him some meat or grain, gave him so many shells. If the smith had any shells left when he had bought his food, he could get stocks of the raw materials of his trade. In some countries quite large things such as cows or camels or even big flat stones were used for trade. Later, pieces of metal, bearing values according to the rarity of the metal and the size of the pieces, or coins were used. Money as we know it had arrived.\n\n<question>:\nAs men became more civilized they _ .\n\n<options>:\nA all learnt to make by themselves the things needed\nB had to travel a lot to look for what they wanted\nC wanted better things than those they themselves could provide\nD no longer provided food and clothing for themselves\n\n<answer>:\n",
"assistant": "C"
}
] |
2,309
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[
{
"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nIn the earliest stages of man's development he had no more need of money than animals have. He was content with very simple forms of shelter, made his own rough tools and weapons and could provide food and clothing for himself and his family from natural materials around him. As he became more civilized, however, he began to want better shelter, more efficient tools and weapons, and more comfortable and more lasting clothing than could be provided by his own neighborhood or by the work of his own unskilled hands. For these things he had to turn to the skilled people such as smiths, leather workers or carpenters. It was then that the question of payment arose.\nAt first he got what he wanted by a simple process of exchange. The smith who had not the time to look after land or cattle was glad to take meat or grain from the farmer in exchange for an axe or a plough . But as more and more goods which had no fixed exchange value came on the market, exchange became too complicated to be satisfactory. Another problem arose when those who made things wanted to get stocks of wood or leather, or iron, but had nothing to offer in exchange until their finished goods were ready.\nThus the difficulties of exchange led by degree to the invention of money. In some countries easily handled things like seeds or shells were given a certain value and farmer, instead of paying the smith for a new axe by giving him some meat or grain, gave him so many shells. If the smith had any shells left when he had bought his food, he could get stocks of the raw materials of his trade. In some countries quite large things such as cows or camels or even big flat stones were used for trade. Later, pieces of metal, bearing values according to the rarity of the metal and the size of the pieces, or coins were used. Money as we know it had arrived.\n\n<question>:\nExchange of goods became difficult because _ .\n\n<options>:\nA man became more civilized\nB there was not a marketplace for farmers and smiths to exchange their goods\nC farmers hadn't enough grain or meat to provide for skilled workers\nD more and more goods which had no fixed exchange values appeared on the market.\n\n<answer>:\n",
"assistant": "D"
}
] |
2,310
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[
{
"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nIn the earliest stages of man's development he had no more need of money than animals have. He was content with very simple forms of shelter, made his own rough tools and weapons and could provide food and clothing for himself and his family from natural materials around him. As he became more civilized, however, he began to want better shelter, more efficient tools and weapons, and more comfortable and more lasting clothing than could be provided by his own neighborhood or by the work of his own unskilled hands. For these things he had to turn to the skilled people such as smiths, leather workers or carpenters. It was then that the question of payment arose.\nAt first he got what he wanted by a simple process of exchange. The smith who had not the time to look after land or cattle was glad to take meat or grain from the farmer in exchange for an axe or a plough . But as more and more goods which had no fixed exchange value came on the market, exchange became too complicated to be satisfactory. Another problem arose when those who made things wanted to get stocks of wood or leather, or iron, but had nothing to offer in exchange until their finished goods were ready.\nThus the difficulties of exchange led by degree to the invention of money. In some countries easily handled things like seeds or shells were given a certain value and farmer, instead of paying the smith for a new axe by giving him some meat or grain, gave him so many shells. If the smith had any shells left when he had bought his food, he could get stocks of the raw materials of his trade. In some countries quite large things such as cows or camels or even big flat stones were used for trade. Later, pieces of metal, bearing values according to the rarity of the metal and the size of the pieces, or coins were used. Money as we know it had arrived.\n\n<question>:\nMoney was not used until _ .\n\n<options>:\nA paper was invented\nB nothing could be offered in exchange\nC people practiced a simple process of exchange\nD the exchange of one thing for another became too complicated\n\n<answer>:\n",
"assistant": "D"
}
] |
2,311
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[
{
"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nIn the earliest stages of man's development he had no more need of money than animals have. He was content with very simple forms of shelter, made his own rough tools and weapons and could provide food and clothing for himself and his family from natural materials around him. As he became more civilized, however, he began to want better shelter, more efficient tools and weapons, and more comfortable and more lasting clothing than could be provided by his own neighborhood or by the work of his own unskilled hands. For these things he had to turn to the skilled people such as smiths, leather workers or carpenters. It was then that the question of payment arose.\nAt first he got what he wanted by a simple process of exchange. The smith who had not the time to look after land or cattle was glad to take meat or grain from the farmer in exchange for an axe or a plough . But as more and more goods which had no fixed exchange value came on the market, exchange became too complicated to be satisfactory. Another problem arose when those who made things wanted to get stocks of wood or leather, or iron, but had nothing to offer in exchange until their finished goods were ready.\nThus the difficulties of exchange led by degree to the invention of money. In some countries easily handled things like seeds or shells were given a certain value and farmer, instead of paying the smith for a new axe by giving him some meat or grain, gave him so many shells. If the smith had any shells left when he had bought his food, he could get stocks of the raw materials of his trade. In some countries quite large things such as cows or camels or even big flat stones were used for trade. Later, pieces of metal, bearing values according to the rarity of the metal and the size of the pieces, or coins were used. Money as we know it had arrived.\n\n<question>:\nWhat was used for trade according to the text?\n\n<options>:\nA Shells\nB Tea\nC Salt\nD Horses\n\n<answer>:\n",
"assistant": "A"
}
] |
2,312
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[
{
"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nMy son wanted to give a party for my birthday. We discussed the invitations and the cost of the party. However, we had very different ideas about whom and how many people to invite. He thought that the people we knew had badly disappointed me by not keeping in touch with me since the death of my wife. But my idea of a relationship among people was to be friendly to everyone.\nHe said, \"Come on, Dad, where have all these so-called friendly, good people been since Mum passed away? They visited us in the past because Mum made good food.\" I replied, \"I am sorry to hear that. Is this the reason why you do not want to invite those people? It's no wonder that you are unhappy. Can you live alone? Are you teaching your children to do the same in the future?\" I asked myself where I had gone in his upbringing. My wife had often blamed me for not paying enough attention to communication with other people when I was raising our son. I realized at this moment that she was quite right.\nHours later, my son phoned me to say that he accepted his wife's advice and agreed to have a party with some of my friends. In the end, we had a great time. And he didn't \"hate\" those friends any more. \"Happy Birthday, Dad! Sorry that I have kept you away from your friends. I love you.\"\nOn hearing what he said, I was full of happiness and excitement. I was proud that he could change his mind.\n\n<question>:\nAbout the party, the author and his son had very different views on _ .\n\n<options>:\nA how much they were going to spend\nB how many people were willing to come\nC whom and how many people to invite\nD which type of party they were going to hold\n\n<answer>:\n",
"assistant": "C"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nMy son wanted to give a party for my birthday. We discussed the invitations and the cost of the party. However, we had very different ideas about whom and how many people to invite. He thought that the people we knew had badly disappointed me by not keeping in touch with me since the death of my wife. But my idea of a relationship among people was to be friendly to everyone.\nHe said, \"Come on, Dad, where have all these so-called friendly, good people been since Mum passed away? They visited us in the past because Mum made good food.\" I replied, \"I am sorry to hear that. Is this the reason why you do not want to invite those people? It's no wonder that you are unhappy. Can you live alone? Are you teaching your children to do the same in the future?\" I asked myself where I had gone in his upbringing. My wife had often blamed me for not paying enough attention to communication with other people when I was raising our son. I realized at this moment that she was quite right.\nHours later, my son phoned me to say that he accepted his wife's advice and agreed to have a party with some of my friends. In the end, we had a great time. And he didn't \"hate\" those friends any more. \"Happy Birthday, Dad! Sorry that I have kept you away from your friends. I love you.\"\nOn hearing what he said, I was full of happiness and excitement. I was proud that he could change his mind.\n\n<question>:\nThe author didn't think his son had a happy life because he _ .\n\n<options>:\nA lived a hard life\nB didn't understand friendship\nC didn't respect his father\nD taught his children wrongly\n\n<answer>:\n",
"assistant": "B"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nMy son wanted to give a party for my birthday. We discussed the invitations and the cost of the party. However, we had very different ideas about whom and how many people to invite. He thought that the people we knew had badly disappointed me by not keeping in touch with me since the death of my wife. But my idea of a relationship among people was to be friendly to everyone.\nHe said, \"Come on, Dad, where have all these so-called friendly, good people been since Mum passed away? They visited us in the past because Mum made good food.\" I replied, \"I am sorry to hear that. Is this the reason why you do not want to invite those people? It's no wonder that you are unhappy. Can you live alone? Are you teaching your children to do the same in the future?\" I asked myself where I had gone in his upbringing. My wife had often blamed me for not paying enough attention to communication with other people when I was raising our son. I realized at this moment that she was quite right.\nHours later, my son phoned me to say that he accepted his wife's advice and agreed to have a party with some of my friends. In the end, we had a great time. And he didn't \"hate\" those friends any more. \"Happy Birthday, Dad! Sorry that I have kept you away from your friends. I love you.\"\nOn hearing what he said, I was full of happiness and excitement. I was proud that he could change his mind.\n\n<question>:\nWhat can we infer from the passage?\n\n<options>:\nA The father finally gave in to his son.\nB The father didn't want the birthday party.\nC The son's wife was against his father.\nD The mother paid a lot of attention to relationships.\n\n<answer>:\n",
"assistant": "D"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nMy son wanted to give a party for my birthday. We discussed the invitations and the cost of the party. However, we had very different ideas about whom and how many people to invite. He thought that the people we knew had badly disappointed me by not keeping in touch with me since the death of my wife. But my idea of a relationship among people was to be friendly to everyone.\nHe said, \"Come on, Dad, where have all these so-called friendly, good people been since Mum passed away? They visited us in the past because Mum made good food.\" I replied, \"I am sorry to hear that. Is this the reason why you do not want to invite those people? It's no wonder that you are unhappy. Can you live alone? Are you teaching your children to do the same in the future?\" I asked myself where I had gone in his upbringing. My wife had often blamed me for not paying enough attention to communication with other people when I was raising our son. I realized at this moment that she was quite right.\nHours later, my son phoned me to say that he accepted his wife's advice and agreed to have a party with some of my friends. In the end, we had a great time. And he didn't \"hate\" those friends any more. \"Happy Birthday, Dad! Sorry that I have kept you away from your friends. I love you.\"\nOn hearing what he said, I was full of happiness and excitement. I was proud that he could change his mind.\n\n<question>:\nThe best title for the passage would be _ .\n\n<options>:\nA My Son and I\nB My Birthday Party\nC How to Stay in Touch with Old Friends\nD How to Hold a Happy Birthday Party\n\n<answer>:\n",
"assistant": "B"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nMy grandfather died more than twenty-five years ago. I was fifteen. He was kind, strong, fair, and very funny. When I was a young musician, he was my biggest fan. I played my violin for him when he visited, and he loved everything, but each time he had one request. \"Could you play 'Amazing Grace'?\" he asked, full of hope and with a twinkle in his eye, because he knew my answer was always, \"I don't know that one!\" We went through this routine at every major holiday, and I always figured I'd have time to learn it for him later.\nAbout the time I entered high school and started guitar, Grandpa got cancer. The last time I saw him alive was Thanksgiving weekend in 1985. My mom warned us that Grandpa didn't look the same anymore and that we should prepare ourselves. For a moment I didn't recognize him. He looked so small among all the white sheets. We had all gathered in Ohio for the holiday, and I'm sure we all knew we were there to say good-bye. I can see now that Grandpa held on long enough to see us each one more time. I remember how we ate in the dining room and laughed and talked while Grandpa rested in his hospital bed. I wonder if it was sad for him to be alone with our voices and laughter. _ \nThe next morning I found my moment alone with him. I pulled out my guitar, tuned to his appreciative gaze, and finally played for him \"Amazing Grace.\" I had worked on it for weeks, knowing it never mattered whether I actually played it well and choosing not to believe as I played that it was my last concert for my biggest fan. The cancer had stolen his smile, but I saw joy in his eyes. He held my hand afterward, and I knew I had done something important.\nI argued with people all through college about my music major. I was told by strangers that music wouldn't make me any money and it wasn't useful like being a doctor. But I know firsthand that with music I was able to give my grandpa something at a point when no one else could.\n\n<question>:\nAt first the author didn't play 'Amazing Grace' for Grandpa because _ .\n\n<options>:\nA her grandfather was just joking.\nB she found it difficult to play\nC she disliked playing it.\nD she hadn't learned it yet\n\n<answer>:\n",
"assistant": "D"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nMy grandfather died more than twenty-five years ago. I was fifteen. He was kind, strong, fair, and very funny. When I was a young musician, he was my biggest fan. I played my violin for him when he visited, and he loved everything, but each time he had one request. \"Could you play 'Amazing Grace'?\" he asked, full of hope and with a twinkle in his eye, because he knew my answer was always, \"I don't know that one!\" We went through this routine at every major holiday, and I always figured I'd have time to learn it for him later.\nAbout the time I entered high school and started guitar, Grandpa got cancer. The last time I saw him alive was Thanksgiving weekend in 1985. My mom warned us that Grandpa didn't look the same anymore and that we should prepare ourselves. For a moment I didn't recognize him. He looked so small among all the white sheets. We had all gathered in Ohio for the holiday, and I'm sure we all knew we were there to say good-bye. I can see now that Grandpa held on long enough to see us each one more time. I remember how we ate in the dining room and laughed and talked while Grandpa rested in his hospital bed. I wonder if it was sad for him to be alone with our voices and laughter. _ \nThe next morning I found my moment alone with him. I pulled out my guitar, tuned to his appreciative gaze, and finally played for him \"Amazing Grace.\" I had worked on it for weeks, knowing it never mattered whether I actually played it well and choosing not to believe as I played that it was my last concert for my biggest fan. The cancer had stolen his smile, but I saw joy in his eyes. He held my hand afterward, and I knew I had done something important.\nI argued with people all through college about my music major. I was told by strangers that music wouldn't make me any money and it wasn't useful like being a doctor. But I know firsthand that with music I was able to give my grandpa something at a point when no one else could.\n\n<question>:\nWhen the author finally played \"Amazing Grace\" for Grandpa, _ .\n\n<options>:\nA she brought him love and comfort\nB she knew she must play it well\nC she made him smile joyfully\nD she believed she could play it many times for him.\n\n<answer>:\n",
"assistant": "A"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nMy grandfather died more than twenty-five years ago. I was fifteen. He was kind, strong, fair, and very funny. When I was a young musician, he was my biggest fan. I played my violin for him when he visited, and he loved everything, but each time he had one request. \"Could you play 'Amazing Grace'?\" he asked, full of hope and with a twinkle in his eye, because he knew my answer was always, \"I don't know that one!\" We went through this routine at every major holiday, and I always figured I'd have time to learn it for him later.\nAbout the time I entered high school and started guitar, Grandpa got cancer. The last time I saw him alive was Thanksgiving weekend in 1985. My mom warned us that Grandpa didn't look the same anymore and that we should prepare ourselves. For a moment I didn't recognize him. He looked so small among all the white sheets. We had all gathered in Ohio for the holiday, and I'm sure we all knew we were there to say good-bye. I can see now that Grandpa held on long enough to see us each one more time. I remember how we ate in the dining room and laughed and talked while Grandpa rested in his hospital bed. I wonder if it was sad for him to be alone with our voices and laughter. _ \nThe next morning I found my moment alone with him. I pulled out my guitar, tuned to his appreciative gaze, and finally played for him \"Amazing Grace.\" I had worked on it for weeks, knowing it never mattered whether I actually played it well and choosing not to believe as I played that it was my last concert for my biggest fan. The cancer had stolen his smile, but I saw joy in his eyes. He held my hand afterward, and I knew I had done something important.\nI argued with people all through college about my music major. I was told by strangers that music wouldn't make me any money and it wasn't useful like being a doctor. But I know firsthand that with music I was able to give my grandpa something at a point when no one else could.\n\n<question>:\nWhat is the author's attitude toward her music major?\n\n<options>:\nA Disapproving.\nB Positive.\nC Doubtful.\nD Regretful.\n\n<answer>:\n",
"assistant": "B"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nDozens of dolphins swam out of the polluted waters of Haifa Harbor on Tuesday.This was the first time that dolphins had visited this crowded Mediterranean port,and researchers were surprised and delighted by the unexpected event.\nBetween 40 and 50 of the dolphins appeared in the busy port on Tuesday morning,obviously drawn by the fishrich waters of Haifa Harbor.\nHowever,the bay is also full of harmful chemicals. Aviad Sheinin,professor of Haifa University's Maritime Studies Department,said he didn't think the dolphins were harmed by the pollution,but he hoped that they would swim back to the sea soon. \"It seems that they are quite relaxed. They don't seem to be stressed,\" he said.\nHaifa Harbor is lined by chemical companies that have been pouring poisonous waste into the water for decades. While pollution levels have dropped in recent years,the water is still considered a health hazard.\n\"There are lots of fish in Haifa Harbor. Unfortunately we couldn't tell the dolphins that the fish are not healthy;and I don't know what the result will be,\" he told Israel Army Radio.Hundreds of Haifa residents gathered around Haifa Harbor to see the interesting sight,and researchers said this provided a rare chance to film and study the roughtoothed dolphins. In addition to the dozens of dolphins which swam into the port on Tuesday,a similar number stayed outside the breakwater .Later Tuesday the dolphins left the port but remained near the entrance and Israel's coast guard was patrolling the area to try to make sure the dolphins didn't reenter the poisonous waters.\nRelatively little is known about roughtoothed dolphins,which are usually found in deep and warm tropical waters.\n\n<question>:\nAviad Sheinin's words suggest that _ .\n\n<options>:\nA the dolphins might affect the existence of fishes in Haifa port\nB he is curious about the dolphins\nC he will do research on the dolphins\nD he is uncertain about what will happen to the dolphins\n\n<answer>:\n",
"assistant": "D"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nDozens of dolphins swam out of the polluted waters of Haifa Harbor on Tuesday.This was the first time that dolphins had visited this crowded Mediterranean port,and researchers were surprised and delighted by the unexpected event.\nBetween 40 and 50 of the dolphins appeared in the busy port on Tuesday morning,obviously drawn by the fishrich waters of Haifa Harbor.\nHowever,the bay is also full of harmful chemicals. Aviad Sheinin,professor of Haifa University's Maritime Studies Department,said he didn't think the dolphins were harmed by the pollution,but he hoped that they would swim back to the sea soon. \"It seems that they are quite relaxed. They don't seem to be stressed,\" he said.\nHaifa Harbor is lined by chemical companies that have been pouring poisonous waste into the water for decades. While pollution levels have dropped in recent years,the water is still considered a health hazard.\n\"There are lots of fish in Haifa Harbor. Unfortunately we couldn't tell the dolphins that the fish are not healthy;and I don't know what the result will be,\" he told Israel Army Radio.Hundreds of Haifa residents gathered around Haifa Harbor to see the interesting sight,and researchers said this provided a rare chance to film and study the roughtoothed dolphins. In addition to the dozens of dolphins which swam into the port on Tuesday,a similar number stayed outside the breakwater .Later Tuesday the dolphins left the port but remained near the entrance and Israel's coast guard was patrolling the area to try to make sure the dolphins didn't reenter the poisonous waters.\nRelatively little is known about roughtoothed dolphins,which are usually found in deep and warm tropical waters.\n\n<question>:\nWhen learning the dolphins entered Haifa port,hundreds of Haifa residents _ .\n\n<options>:\nA were shocked\nB felt upset\nC went to drive them away\nD were curious\n\n<answer>:\n",
"assistant": "D"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nDozens of dolphins swam out of the polluted waters of Haifa Harbor on Tuesday.This was the first time that dolphins had visited this crowded Mediterranean port,and researchers were surprised and delighted by the unexpected event.\nBetween 40 and 50 of the dolphins appeared in the busy port on Tuesday morning,obviously drawn by the fishrich waters of Haifa Harbor.\nHowever,the bay is also full of harmful chemicals. Aviad Sheinin,professor of Haifa University's Maritime Studies Department,said he didn't think the dolphins were harmed by the pollution,but he hoped that they would swim back to the sea soon. \"It seems that they are quite relaxed. They don't seem to be stressed,\" he said.\nHaifa Harbor is lined by chemical companies that have been pouring poisonous waste into the water for decades. While pollution levels have dropped in recent years,the water is still considered a health hazard.\n\"There are lots of fish in Haifa Harbor. Unfortunately we couldn't tell the dolphins that the fish are not healthy;and I don't know what the result will be,\" he told Israel Army Radio.Hundreds of Haifa residents gathered around Haifa Harbor to see the interesting sight,and researchers said this provided a rare chance to film and study the roughtoothed dolphins. In addition to the dozens of dolphins which swam into the port on Tuesday,a similar number stayed outside the breakwater .Later Tuesday the dolphins left the port but remained near the entrance and Israel's coast guard was patrolling the area to try to make sure the dolphins didn't reenter the poisonous waters.\nRelatively little is known about roughtoothed dolphins,which are usually found in deep and warm tropical waters.\n\n<question>:\nThis passage mainly tells us that _ .\n\n<options>:\nA dolphins are well protected in Israel\nB people love dolphins\nC dolphins made a surprise visit to the polluted harbor\nD Haifa Harbor is full of harmful chemicals\n\n<answer>:\n",
"assistant": "C"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nThe first newspaper was written by hand and put up on walls in public places. The earliest daily newspaper was started in Rome in 59 BC. In the 700s the world's first printed newspaper was published. Europe didn't have a regularly printed newspaper until 1609, when one was started in Germany.\nThe first regularly published newspaper in English was printed in Amsterdam in 1620. In 1621, an English newspaper was started in London and was published once a week. The first daily English newspaper was the Daily Courant, which came out in March 1702.\nIn 1690, Benjamin Harris printed the first American newspaper in Boston .But not long after it was first published, the government stopped the paper. In 1704, John Campbell started the Boston Newspaper, the first newspaper published daily in the American colonies . By 1760, the colonies had more than thirty daily newspapers.There are now about 1, 800 daily papers in the United States.\nToday, as a group, newspapers in English have the largest circulation in the world .But the largest circulation for a newspaper is that of the Japanese newspaper Asahi Shimbun . It sells more than eleven million copies every year.\n\n<question>:\nThe first regularly printed European newspaper started in _ .\n\n<options>:\nA Rome in 59 BC\nB Germany in 1609\nC Amsterdam in 1620\nD England in 1621\n\n<answer>:\n",
"assistant": "B"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nThe first newspaper was written by hand and put up on walls in public places. The earliest daily newspaper was started in Rome in 59 BC. In the 700s the world's first printed newspaper was published. Europe didn't have a regularly printed newspaper until 1609, when one was started in Germany.\nThe first regularly published newspaper in English was printed in Amsterdam in 1620. In 1621, an English newspaper was started in London and was published once a week. The first daily English newspaper was the Daily Courant, which came out in March 1702.\nIn 1690, Benjamin Harris printed the first American newspaper in Boston .But not long after it was first published, the government stopped the paper. In 1704, John Campbell started the Boston Newspaper, the first newspaper published daily in the American colonies . By 1760, the colonies had more than thirty daily newspapers.There are now about 1, 800 daily papers in the United States.\nToday, as a group, newspapers in English have the largest circulation in the world .But the largest circulation for a newspaper is that of the Japanese newspaper Asahi Shimbun . It sells more than eleven million copies every year.\n\n<question>:\nThe first daily newspaper in English started in _ .\n\n<options>:\nA 1620\nB 1621\nC 1590\nD 1702\n\n<answer>:\n",
"assistant": "D"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nThe first newspaper was written by hand and put up on walls in public places. The earliest daily newspaper was started in Rome in 59 BC. In the 700s the world's first printed newspaper was published. Europe didn't have a regularly printed newspaper until 1609, when one was started in Germany.\nThe first regularly published newspaper in English was printed in Amsterdam in 1620. In 1621, an English newspaper was started in London and was published once a week. The first daily English newspaper was the Daily Courant, which came out in March 1702.\nIn 1690, Benjamin Harris printed the first American newspaper in Boston .But not long after it was first published, the government stopped the paper. In 1704, John Campbell started the Boston Newspaper, the first newspaper published daily in the American colonies . By 1760, the colonies had more than thirty daily newspapers.There are now about 1, 800 daily papers in the United States.\nToday, as a group, newspapers in English have the largest circulation in the world .But the largest circulation for a newspaper is that of the Japanese newspaper Asahi Shimbun . It sells more than eleven million copies every year.\n\n<question>:\nWhat does the author want to inform us?\n\n<options>:\nA History of newspapers\nB History of daily newspapers\nC The beginning of newspapers\nD On reading newspapers\n\n<answer>:\n",
"assistant": "A"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nSome people make you feel comfortable when they are around. You spend an hour with them and feel as if you have known them half your life. These people have something in common. And once we know what it is, we can try to do it ourselves.\nHow is it done? Here are several skills that good talkers have. If you follow the skills, they'll help you put people at their ease, and make friends with them quickly.\nFirst of all, good talkers ask questions. Almost anyone, no matter how shy he is, will answer a question. One well-known businesswoman says, \"At business lunches, I always ask people what they did that morning. It's a common question, but it will get things going.\" From there you can move on to other matters--sometimes to really personal questions. And how he answers will let you know how far you can go.\nIn addition, once good talkers have asked questions, they listen to the answers. This point seems clear, but it isn't. Your questions should have a point and help to tell what sort of person you are talking to. And to find out, you really have to listen carefully and attentively.\nReal listening at least means some things. First it means not to change the subject of conversation. If someone sticks to one topic, you can take it as a fact that he's really interested in it. Real listening also means not just listening to words, but to tones of voice. If the voice sounds dull, then, it's time for you to change the subject.\nLast but not least, good talkers know well how to deal with the occasion of parting. If you're saying good-bye, you may give him a firm handshake and say, \"I've really enjoyed meeting you.\" If you want to see that person again, don't keep it a secret. Let people know what you feel, and they may walk away feeling as if they've known you half their life.\n\n<question>:\nWhich of the following is NOT the reason why good talkers ask questions?\n\n<options>:\nA To get the conversation going smoothly.\nB To continue the conversation with other matters.\nC To make more new friends.\nD To know how far the conversation can go.\n\n<answer>:\n",
"assistant": "C"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nSome people make you feel comfortable when they are around. You spend an hour with them and feel as if you have known them half your life. These people have something in common. And once we know what it is, we can try to do it ourselves.\nHow is it done? Here are several skills that good talkers have. If you follow the skills, they'll help you put people at their ease, and make friends with them quickly.\nFirst of all, good talkers ask questions. Almost anyone, no matter how shy he is, will answer a question. One well-known businesswoman says, \"At business lunches, I always ask people what they did that morning. It's a common question, but it will get things going.\" From there you can move on to other matters--sometimes to really personal questions. And how he answers will let you know how far you can go.\nIn addition, once good talkers have asked questions, they listen to the answers. This point seems clear, but it isn't. Your questions should have a point and help to tell what sort of person you are talking to. And to find out, you really have to listen carefully and attentively.\nReal listening at least means some things. First it means not to change the subject of conversation. If someone sticks to one topic, you can take it as a fact that he's really interested in it. Real listening also means not just listening to words, but to tones of voice. If the voice sounds dull, then, it's time for you to change the subject.\nLast but not least, good talkers know well how to deal with the occasion of parting. If you're saying good-bye, you may give him a firm handshake and say, \"I've really enjoyed meeting you.\" If you want to see that person again, don't keep it a secret. Let people know what you feel, and they may walk away feeling as if they've known you half their life.\n\n<question>:\nHow many skills does the author give us to be good talkers?\n\n<options>:\nA Three.\nB Four.\nC Five.\nD Six.\n\n<answer>:\n",
"assistant": "A"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nSome people make you feel comfortable when they are around. You spend an hour with them and feel as if you have known them half your life. These people have something in common. And once we know what it is, we can try to do it ourselves.\nHow is it done? Here are several skills that good talkers have. If you follow the skills, they'll help you put people at their ease, and make friends with them quickly.\nFirst of all, good talkers ask questions. Almost anyone, no matter how shy he is, will answer a question. One well-known businesswoman says, \"At business lunches, I always ask people what they did that morning. It's a common question, but it will get things going.\" From there you can move on to other matters--sometimes to really personal questions. And how he answers will let you know how far you can go.\nIn addition, once good talkers have asked questions, they listen to the answers. This point seems clear, but it isn't. Your questions should have a point and help to tell what sort of person you are talking to. And to find out, you really have to listen carefully and attentively.\nReal listening at least means some things. First it means not to change the subject of conversation. If someone sticks to one topic, you can take it as a fact that he's really interested in it. Real listening also means not just listening to words, but to tones of voice. If the voice sounds dull, then, it's time for you to change the subject.\nLast but not least, good talkers know well how to deal with the occasion of parting. If you're saying good-bye, you may give him a firm handshake and say, \"I've really enjoyed meeting you.\" If you want to see that person again, don't keep it a secret. Let people know what you feel, and they may walk away feeling as if they've known you half their life.\n\n<question>:\nIn general, good talkers are persons who _ .\n\n<options>:\nA can keep the conversation interesting\nB never talk too much or too little\nC always keep the conversation a secret\nD can change the topic of the conversation properly\n\n<answer>:\n",
"assistant": "D"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nSome people make you feel comfortable when they are around. You spend an hour with them and feel as if you have known them half your life. These people have something in common. And once we know what it is, we can try to do it ourselves.\nHow is it done? Here are several skills that good talkers have. If you follow the skills, they'll help you put people at their ease, and make friends with them quickly.\nFirst of all, good talkers ask questions. Almost anyone, no matter how shy he is, will answer a question. One well-known businesswoman says, \"At business lunches, I always ask people what they did that morning. It's a common question, but it will get things going.\" From there you can move on to other matters--sometimes to really personal questions. And how he answers will let you know how far you can go.\nIn addition, once good talkers have asked questions, they listen to the answers. This point seems clear, but it isn't. Your questions should have a point and help to tell what sort of person you are talking to. And to find out, you really have to listen carefully and attentively.\nReal listening at least means some things. First it means not to change the subject of conversation. If someone sticks to one topic, you can take it as a fact that he's really interested in it. Real listening also means not just listening to words, but to tones of voice. If the voice sounds dull, then, it's time for you to change the subject.\nLast but not least, good talkers know well how to deal with the occasion of parting. If you're saying good-bye, you may give him a firm handshake and say, \"I've really enjoyed meeting you.\" If you want to see that person again, don't keep it a secret. Let people know what you feel, and they may walk away feeling as if they've known you half their life.\n\n<question>:\nIf you are willing to meet someone again, _ .\n\n<options>:\nA you'd better let him know it\nB you'd better shake his hand firmly\nC you'd better keep it a secret\nD you'd better understand him further\n\n<answer>:\n",
"assistant": "A"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nAs Artificial Intelligence(AI) becomes increasingly sophisticated, there are growing concerns that robots could become a threat. This danger can be avoided, according to computer science professor Stuart Russell, if we figure out how to turn human values into a programmable code.\nRussell argues that as robots take on more complicated tasks, it's necessary to translate our morals into AI language.\nFor example, if a robot does chores around the house, you wouldn't want it to put the pet cat in the oven to make dinner for the hungry children. \"You would want that robot preloaded with a good set of values,\" said Russell.\nSome robots are already programmed with basic human values. For example, mobile robots have been programmed to keep a comfortable distance from humans. Obviously there are cultural differences, but if you were talking to another person and they came up close in your personal space, you wouldn't think that's the kind of thing a properly brought-up person would do.\nIt will be possible to create more sophisticated moral machines, if only we can find a way to set out human values as clear rules.\nRobots could also learn values from drawing patterns from large sets of data on human behavior. They are dangerous only if programmers are careless.\nThe biggest concern with robots going against human values is that human beings fail to so sufficient testing and they've produced a system that will break some kind of taboo .\nOne simple check would be to program a robot to check the correct course of action with a human when presented with an unusual situation.\nIf the robot is unsure whether an animal is suitable for the microwave, it has the opportunity to stop, send out beeps , and ask for directions from a human. If we humans aren't quite sure about a decision, we go and ask somebody else.\nThe most difficult step in programming values will be deciding exactly what we believe in moral, and how to create a set of ethical rules. But if we come up with an answer, robots could be good for humanity.\n\n<question>:\nWhat does the author say about the threat of robots?\n\n<options>:\nA It may constitute a challenge to computer progranmers.\nB It accompanies all machinery involving high technology.\nC It can be avoided if human values are translated into their language.\nD It has become an inevitable peril as technology gets more sophisticated.\n\n<answer>:\n",
"assistant": "C"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nAs Artificial Intelligence(AI) becomes increasingly sophisticated, there are growing concerns that robots could become a threat. This danger can be avoided, according to computer science professor Stuart Russell, if we figure out how to turn human values into a programmable code.\nRussell argues that as robots take on more complicated tasks, it's necessary to translate our morals into AI language.\nFor example, if a robot does chores around the house, you wouldn't want it to put the pet cat in the oven to make dinner for the hungry children. \"You would want that robot preloaded with a good set of values,\" said Russell.\nSome robots are already programmed with basic human values. For example, mobile robots have been programmed to keep a comfortable distance from humans. Obviously there are cultural differences, but if you were talking to another person and they came up close in your personal space, you wouldn't think that's the kind of thing a properly brought-up person would do.\nIt will be possible to create more sophisticated moral machines, if only we can find a way to set out human values as clear rules.\nRobots could also learn values from drawing patterns from large sets of data on human behavior. They are dangerous only if programmers are careless.\nThe biggest concern with robots going against human values is that human beings fail to so sufficient testing and they've produced a system that will break some kind of taboo .\nOne simple check would be to program a robot to check the correct course of action with a human when presented with an unusual situation.\nIf the robot is unsure whether an animal is suitable for the microwave, it has the opportunity to stop, send out beeps , and ask for directions from a human. If we humans aren't quite sure about a decision, we go and ask somebody else.\nThe most difficult step in programming values will be deciding exactly what we believe in moral, and how to create a set of ethical rules. But if we come up with an answer, robots could be good for humanity.\n\n<question>:\nWhat would we think of a person who invades our personal space according to the author?\n\n<options>:\nA They are aggressive.\nB They are outgoing.\nC They are ignorant.\nD They are ill-bred.\n\n<answer>:\n",
"assistant": "D"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nAs Artificial Intelligence(AI) becomes increasingly sophisticated, there are growing concerns that robots could become a threat. This danger can be avoided, according to computer science professor Stuart Russell, if we figure out how to turn human values into a programmable code.\nRussell argues that as robots take on more complicated tasks, it's necessary to translate our morals into AI language.\nFor example, if a robot does chores around the house, you wouldn't want it to put the pet cat in the oven to make dinner for the hungry children. \"You would want that robot preloaded with a good set of values,\" said Russell.\nSome robots are already programmed with basic human values. For example, mobile robots have been programmed to keep a comfortable distance from humans. Obviously there are cultural differences, but if you were talking to another person and they came up close in your personal space, you wouldn't think that's the kind of thing a properly brought-up person would do.\nIt will be possible to create more sophisticated moral machines, if only we can find a way to set out human values as clear rules.\nRobots could also learn values from drawing patterns from large sets of data on human behavior. They are dangerous only if programmers are careless.\nThe biggest concern with robots going against human values is that human beings fail to so sufficient testing and they've produced a system that will break some kind of taboo .\nOne simple check would be to program a robot to check the correct course of action with a human when presented with an unusual situation.\nIf the robot is unsure whether an animal is suitable for the microwave, it has the opportunity to stop, send out beeps , and ask for directions from a human. If we humans aren't quite sure about a decision, we go and ask somebody else.\nThe most difficult step in programming values will be deciding exactly what we believe in moral, and how to create a set of ethical rules. But if we come up with an answer, robots could be good for humanity.\n\n<question>:\nHow do robots learn human values?\n\n<options>:\nA By interacting with humans in everyday life situations.\nB By following the daily routines of civilized human beings.\nC By picking up patterns from massive data on human behavior.\nD By imitating the behavior of property brought-up human beings.\n\n<answer>:\n",
"assistant": "C"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nAs Artificial Intelligence(AI) becomes increasingly sophisticated, there are growing concerns that robots could become a threat. This danger can be avoided, according to computer science professor Stuart Russell, if we figure out how to turn human values into a programmable code.\nRussell argues that as robots take on more complicated tasks, it's necessary to translate our morals into AI language.\nFor example, if a robot does chores around the house, you wouldn't want it to put the pet cat in the oven to make dinner for the hungry children. \"You would want that robot preloaded with a good set of values,\" said Russell.\nSome robots are already programmed with basic human values. For example, mobile robots have been programmed to keep a comfortable distance from humans. Obviously there are cultural differences, but if you were talking to another person and they came up close in your personal space, you wouldn't think that's the kind of thing a properly brought-up person would do.\nIt will be possible to create more sophisticated moral machines, if only we can find a way to set out human values as clear rules.\nRobots could also learn values from drawing patterns from large sets of data on human behavior. They are dangerous only if programmers are careless.\nThe biggest concern with robots going against human values is that human beings fail to so sufficient testing and they've produced a system that will break some kind of taboo .\nOne simple check would be to program a robot to check the correct course of action with a human when presented with an unusual situation.\nIf the robot is unsure whether an animal is suitable for the microwave, it has the opportunity to stop, send out beeps , and ask for directions from a human. If we humans aren't quite sure about a decision, we go and ask somebody else.\nThe most difficult step in programming values will be deciding exactly what we believe in moral, and how to create a set of ethical rules. But if we come up with an answer, robots could be good for humanity.\n\n<question>:\nWhat will a well-programmed robot do when facing an unusual situation?\n\n<options>:\nA keep a distance from possible dangers.\nB Stop to seek advice from a human being.\nC Trigger its built-in alarm system at once.\nD Do sufficient testing before taking action.\n\n<answer>:\n",
"assistant": "D"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nAs Artificial Intelligence(AI) becomes increasingly sophisticated, there are growing concerns that robots could become a threat. This danger can be avoided, according to computer science professor Stuart Russell, if we figure out how to turn human values into a programmable code.\nRussell argues that as robots take on more complicated tasks, it's necessary to translate our morals into AI language.\nFor example, if a robot does chores around the house, you wouldn't want it to put the pet cat in the oven to make dinner for the hungry children. \"You would want that robot preloaded with a good set of values,\" said Russell.\nSome robots are already programmed with basic human values. For example, mobile robots have been programmed to keep a comfortable distance from humans. Obviously there are cultural differences, but if you were talking to another person and they came up close in your personal space, you wouldn't think that's the kind of thing a properly brought-up person would do.\nIt will be possible to create more sophisticated moral machines, if only we can find a way to set out human values as clear rules.\nRobots could also learn values from drawing patterns from large sets of data on human behavior. They are dangerous only if programmers are careless.\nThe biggest concern with robots going against human values is that human beings fail to so sufficient testing and they've produced a system that will break some kind of taboo .\nOne simple check would be to program a robot to check the correct course of action with a human when presented with an unusual situation.\nIf the robot is unsure whether an animal is suitable for the microwave, it has the opportunity to stop, send out beeps , and ask for directions from a human. If we humans aren't quite sure about a decision, we go and ask somebody else.\nThe most difficult step in programming values will be deciding exactly what we believe in moral, and how to create a set of ethical rules. But if we come up with an answer, robots could be good for humanity.\n\n<question>:\nWhat is most difficult to do when we turn human values into a programmable code?\n\n<options>:\nA Determine what is moral and ethical.\nB Design some large-scale experiments.\nC Set rules for man-machine interaction.\nD Develop a more sophisticated program.\n\n<answer>:\n",
"assistant": "A"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\n\"We leave at dawn and head out overland by jeep towards Base One. We will get as far as we can before proceeding on foot,\" Mark explained. The others sat and listened. Sarah, particularly, as a \"casualty of events\", wouldn't have known what to say or suggest even if she'd been asked. But Harry had a lot to say.\n\"We'll never make it,\" he protested . \"We'll still be crossing the desert when they catch up with us. They'll know where we're heading for and they seem to know every move we make or are going to make.\"\nMark said nothing, but spread his hands out as if to say \"Well, what do we do then?\" \"We wouldn't be in this mess now,\" Harry went on, almost ignoring Mark's gesture, \"if we hadn't stopped to rescue Sarah.\"( He glanced at her briefly.) \"But since we did, we must get on--but not across the desert. There is the sand, and deep ravines which are almost invisible until you're right on them and then the heat. You have to be used to going out there, and none of us is. This is no 'morning at leisure' on some pleasant holiday, you know! If we went north instead and made for the river,...\"\nHe broke off and looked around at the others, feeling somehow that his argument was pointless. No one said anything.\n\"Good,\" said Mark, look around with authority, and returned to checking their stores.\nA beautiful sunrise was about to burst over the horizon as the jeep headed out towards Base One.\n\n<question>:\nWhat can we know about the group of people?\n\n<options>:\nA They were being trained.\nB They were doing research.\nC They were on holiday.\nD They were being hunted.\n\n<answer>:\n",
"assistant": "D"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\n\"We leave at dawn and head out overland by jeep towards Base One. We will get as far as we can before proceeding on foot,\" Mark explained. The others sat and listened. Sarah, particularly, as a \"casualty of events\", wouldn't have known what to say or suggest even if she'd been asked. But Harry had a lot to say.\n\"We'll never make it,\" he protested . \"We'll still be crossing the desert when they catch up with us. They'll know where we're heading for and they seem to know every move we make or are going to make.\"\nMark said nothing, but spread his hands out as if to say \"Well, what do we do then?\" \"We wouldn't be in this mess now,\" Harry went on, almost ignoring Mark's gesture, \"if we hadn't stopped to rescue Sarah.\"( He glanced at her briefly.) \"But since we did, we must get on--but not across the desert. There is the sand, and deep ravines which are almost invisible until you're right on them and then the heat. You have to be used to going out there, and none of us is. This is no 'morning at leisure' on some pleasant holiday, you know! If we went north instead and made for the river,...\"\nHe broke off and looked around at the others, feeling somehow that his argument was pointless. No one said anything.\n\"Good,\" said Mark, look around with authority, and returned to checking their stores.\nA beautiful sunrise was about to burst over the horizon as the jeep headed out towards Base One.\n\n<question>:\nWhat's Mark's plan?\n\n<options>:\nA To drive across the desert.\nB To make for the river on foot.\nC To drive as far as possible and then walk.\nD To leave before dawn and leave Sarah behind.\n\n<answer>:\n",
"assistant": "C"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\n\"We leave at dawn and head out overland by jeep towards Base One. We will get as far as we can before proceeding on foot,\" Mark explained. The others sat and listened. Sarah, particularly, as a \"casualty of events\", wouldn't have known what to say or suggest even if she'd been asked. But Harry had a lot to say.\n\"We'll never make it,\" he protested . \"We'll still be crossing the desert when they catch up with us. They'll know where we're heading for and they seem to know every move we make or are going to make.\"\nMark said nothing, but spread his hands out as if to say \"Well, what do we do then?\" \"We wouldn't be in this mess now,\" Harry went on, almost ignoring Mark's gesture, \"if we hadn't stopped to rescue Sarah.\"( He glanced at her briefly.) \"But since we did, we must get on--but not across the desert. There is the sand, and deep ravines which are almost invisible until you're right on them and then the heat. You have to be used to going out there, and none of us is. This is no 'morning at leisure' on some pleasant holiday, you know! If we went north instead and made for the river,...\"\nHe broke off and looked around at the others, feeling somehow that his argument was pointless. No one said anything.\n\"Good,\" said Mark, look around with authority, and returned to checking their stores.\nA beautiful sunrise was about to burst over the horizon as the jeep headed out towards Base One.\n\n<question>:\nWhy did Harry think that they should make for the river?\n\n<options>:\nA The journey would be more pleasant.\nB A river trip would be much safer.\nC The desert heat would kill them.\nD He knew the road leading north.\n\n<answer>:\n",
"assistant": "C"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\n\"We leave at dawn and head out overland by jeep towards Base One. We will get as far as we can before proceeding on foot,\" Mark explained. The others sat and listened. Sarah, particularly, as a \"casualty of events\", wouldn't have known what to say or suggest even if she'd been asked. But Harry had a lot to say.\n\"We'll never make it,\" he protested . \"We'll still be crossing the desert when they catch up with us. They'll know where we're heading for and they seem to know every move we make or are going to make.\"\nMark said nothing, but spread his hands out as if to say \"Well, what do we do then?\" \"We wouldn't be in this mess now,\" Harry went on, almost ignoring Mark's gesture, \"if we hadn't stopped to rescue Sarah.\"( He glanced at her briefly.) \"But since we did, we must get on--but not across the desert. There is the sand, and deep ravines which are almost invisible until you're right on them and then the heat. You have to be used to going out there, and none of us is. This is no 'morning at leisure' on some pleasant holiday, you know! If we went north instead and made for the river,...\"\nHe broke off and looked around at the others, feeling somehow that his argument was pointless. No one said anything.\n\"Good,\" said Mark, look around with authority, and returned to checking their stores.\nA beautiful sunrise was about to burst over the horizon as the jeep headed out towards Base One.\n\n<question>:\nWhat can be inferred from the passage?\n\n<options>:\nA The group accepted Harry's plan.\nB Mark was the leaders in the action.\nC They wanted to see the sunrise.\nD They had no other choice but to wait.\n\n<answer>:\n",
"assistant": "B"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nI still remember the last time I went to the playground with two of my children. It had rained during the night and the playground was very muddy . They had just put on clean clothes, so I was a little worried about the mud on the playground. It was not long before Kathy got her beautiful skirt dirty on the playground. She dug through the rocks. I was about to blame her for getting her clothes dirty when she ran towards me with a smile on her face. When she got to me, she handed me a little heart-shaped rock and said, \"Here, Mom! Here is a heart for you --just because I love you! Keep it!\" With tears in my eyes, I thanked her.\nShould I blame her for getting her clothes muddy? No way! I still have that little heart-shaped rock. It is one of the best gifts that I have ever received. I realized that many times it was not necessary for us adults to worry about the small things our children did. Let them do what they'd like to.\nI will spend a lot more time on the playground with my children. I'm sure I will learn a lot from them. It makes me think of the days when my grandfather told me, \"You would not enter the kingdom of happiness until you pretended to be a small child.\"\n\n<question>:\nAt first, the author wanted to blame Kathy because she _ .\n\n<options>:\nA ran on the playground\nB dug through rocks\nC gave her a muddy rock\nD got her clothes dirty\n\n<answer>:\n",
"assistant": "D"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nI still remember the last time I went to the playground with two of my children. It had rained during the night and the playground was very muddy . They had just put on clean clothes, so I was a little worried about the mud on the playground. It was not long before Kathy got her beautiful skirt dirty on the playground. She dug through the rocks. I was about to blame her for getting her clothes dirty when she ran towards me with a smile on her face. When she got to me, she handed me a little heart-shaped rock and said, \"Here, Mom! Here is a heart for you --just because I love you! Keep it!\" With tears in my eyes, I thanked her.\nShould I blame her for getting her clothes muddy? No way! I still have that little heart-shaped rock. It is one of the best gifts that I have ever received. I realized that many times it was not necessary for us adults to worry about the small things our children did. Let them do what they'd like to.\nI will spend a lot more time on the playground with my children. I'm sure I will learn a lot from them. It makes me think of the days when my grandfather told me, \"You would not enter the kingdom of happiness until you pretended to be a small child.\"\n\n<question>:\nThe author was deeply moved by her daughter's _ .\n\n<options>:\nA digging task on the playground\nB special way to show her love\nC smile on her face when running\nD love of the muddy playground\n\n<answer>:\n",
"assistant": "B"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nI still remember the last time I went to the playground with two of my children. It had rained during the night and the playground was very muddy . They had just put on clean clothes, so I was a little worried about the mud on the playground. It was not long before Kathy got her beautiful skirt dirty on the playground. She dug through the rocks. I was about to blame her for getting her clothes dirty when she ran towards me with a smile on her face. When she got to me, she handed me a little heart-shaped rock and said, \"Here, Mom! Here is a heart for you --just because I love you! Keep it!\" With tears in my eyes, I thanked her.\nShould I blame her for getting her clothes muddy? No way! I still have that little heart-shaped rock. It is one of the best gifts that I have ever received. I realized that many times it was not necessary for us adults to worry about the small things our children did. Let them do what they'd like to.\nI will spend a lot more time on the playground with my children. I'm sure I will learn a lot from them. It makes me think of the days when my grandfather told me, \"You would not enter the kingdom of happiness until you pretended to be a small child.\"\n\n<question>:\nThe author's grandfather's words imply that _ .\n\n<options>:\nA children care more about happiness than adults\nB adults can not share children's happiness\nC children may find happiness more easily in life\nD adults find it hard to know children's happiness\n\n<answer>:\n",
"assistant": "C"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nEreading and ebooks are slowly conquering the world.Compared to traditional paper books,ebooks in some schools and universities attract more interest because the information flow seems much easier to manage and comes in a greatly higher quantity.\nJapan is known for the reformminded attitude towards the gadget world and for the fact that it is one of the first countries that encouraged in the educational system the emailing of homework.\nThe digital textbook looks like the logical step in the world of learning.It is natural but it is also completely untraditional.\nThe plan of the largest publishing companies to get in line with the trend is to save a large quantity of paper and make the kids become interested in learning using a cool gadget.Many USA universities and colleges have made students be used to the procedure of downloading the courses and of course the procedure involves interactive software and also the chance of using the computer.\nThe traditional education system is still unwilling when it comes to giving up books.The standard approach of information taught out of a book and Shakespeare read out of an old school novel makes studying English as traditional as it can be.\nIn a world where kids would rather see the movie than read a book,the digital age has brought along a completely different flavor to reading.Bringing that flavor in school will make teaching a greener and also a completely different matter.\n\n<question>:\nWhy are ebooks so popular in the world?\n\n<options>:\nA It's cheap to buy.\nB It's effective to use.\nC It's convenient to bring.\nD It's the latest fashion.\n\n<answer>:\n",
"assistant": "B"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nEreading and ebooks are slowly conquering the world.Compared to traditional paper books,ebooks in some schools and universities attract more interest because the information flow seems much easier to manage and comes in a greatly higher quantity.\nJapan is known for the reformminded attitude towards the gadget world and for the fact that it is one of the first countries that encouraged in the educational system the emailing of homework.\nThe digital textbook looks like the logical step in the world of learning.It is natural but it is also completely untraditional.\nThe plan of the largest publishing companies to get in line with the trend is to save a large quantity of paper and make the kids become interested in learning using a cool gadget.Many USA universities and colleges have made students be used to the procedure of downloading the courses and of course the procedure involves interactive software and also the chance of using the computer.\nThe traditional education system is still unwilling when it comes to giving up books.The standard approach of information taught out of a book and Shakespeare read out of an old school novel makes studying English as traditional as it can be.\nIn a world where kids would rather see the movie than read a book,the digital age has brought along a completely different flavor to reading.Bringing that flavor in school will make teaching a greener and also a completely different matter.\n\n<question>:\nIn America,the students are encouraged to _ .\n\n<options>:\nA apply the procedure of downloading the courses\nB communicate with their teachers using computer\nC research some interactive software for their studies\nD do their homework in computer instead of in paper\n\n<answer>:\n",
"assistant": "A"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nEreading and ebooks are slowly conquering the world.Compared to traditional paper books,ebooks in some schools and universities attract more interest because the information flow seems much easier to manage and comes in a greatly higher quantity.\nJapan is known for the reformminded attitude towards the gadget world and for the fact that it is one of the first countries that encouraged in the educational system the emailing of homework.\nThe digital textbook looks like the logical step in the world of learning.It is natural but it is also completely untraditional.\nThe plan of the largest publishing companies to get in line with the trend is to save a large quantity of paper and make the kids become interested in learning using a cool gadget.Many USA universities and colleges have made students be used to the procedure of downloading the courses and of course the procedure involves interactive software and also the chance of using the computer.\nThe traditional education system is still unwilling when it comes to giving up books.The standard approach of information taught out of a book and Shakespeare read out of an old school novel makes studying English as traditional as it can be.\nIn a world where kids would rather see the movie than read a book,the digital age has brought along a completely different flavor to reading.Bringing that flavor in school will make teaching a greener and also a completely different matter.\n\n<question>:\nWhat's the author's attitude to the digital textbooks?\n\n<options>:\nA Being against.\nB Being for.\nC Not mentioned.\nD Being neutral.\n\n<answer>:\n",
"assistant": "B"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nMy 8-year-old daughter is making an experiment. She has been making her own colorful smile cards and often takes them with her everywhere.\nLast Sunday, I took my kid to go shopping with me. She was hoping to see John, who is an elderly man and gives out samples. We see him from time to time and he is so happy and friendly. John wasn't at the store on Sunday, so my daughter decided that it would be a good idea to _ her smile cards to the store's other employees.\nSo she did. In the produce department, she gave a card to a young man and she hoped it would make him smile. And he smiled at her and thanked her. Then she came across an older gentleman who looked rather impatient. And she snuck a card into his cart on top of his groceries, remarking to me later that he looked at her suspiciously as if she was dumping trash in his cart. But I thought he would be happy later.\nWhen we got back from our shopping trip, she had run out of cards. She was walking by a woman with two babies in her cart. My daughter smiled at her and the young mother smiled back. My daughter came to me and said excitedly, \"Mom, I just realized something. You don't need cards to make someone smile. All you need to do is make eye contact and smile into their eyes and they will smile back.\"\nWhat a beautiful lesson my daughter reminded me of. You are never too young or too old to experiment with kindness and smiles.\n\n<question>:\nAt first, the writer's daughter made an experiment by _ .\n\n<options>:\nA giving smile cards\nB giving samples\nC making eye contact\nD giving groceries\n\n<answer>:\n",
"assistant": "A"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nMy 8-year-old daughter is making an experiment. She has been making her own colorful smile cards and often takes them with her everywhere.\nLast Sunday, I took my kid to go shopping with me. She was hoping to see John, who is an elderly man and gives out samples. We see him from time to time and he is so happy and friendly. John wasn't at the store on Sunday, so my daughter decided that it would be a good idea to _ her smile cards to the store's other employees.\nSo she did. In the produce department, she gave a card to a young man and she hoped it would make him smile. And he smiled at her and thanked her. Then she came across an older gentleman who looked rather impatient. And she snuck a card into his cart on top of his groceries, remarking to me later that he looked at her suspiciously as if she was dumping trash in his cart. But I thought he would be happy later.\nWhen we got back from our shopping trip, she had run out of cards. She was walking by a woman with two babies in her cart. My daughter smiled at her and the young mother smiled back. My daughter came to me and said excitedly, \"Mom, I just realized something. You don't need cards to make someone smile. All you need to do is make eye contact and smile into their eyes and they will smile back.\"\nWhat a beautiful lesson my daughter reminded me of. You are never too young or too old to experiment with kindness and smiles.\n\n<question>:\nAccording to the text, John was a man _ .\n\n<options>:\nA who is very young and lively\nB who may be a salesman\nC who is in trouble and needs smiles\nD who is never seen to smile\n\n<answer>:\n",
"assistant": "B"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nMy 8-year-old daughter is making an experiment. She has been making her own colorful smile cards and often takes them with her everywhere.\nLast Sunday, I took my kid to go shopping with me. She was hoping to see John, who is an elderly man and gives out samples. We see him from time to time and he is so happy and friendly. John wasn't at the store on Sunday, so my daughter decided that it would be a good idea to _ her smile cards to the store's other employees.\nSo she did. In the produce department, she gave a card to a young man and she hoped it would make him smile. And he smiled at her and thanked her. Then she came across an older gentleman who looked rather impatient. And she snuck a card into his cart on top of his groceries, remarking to me later that he looked at her suspiciously as if she was dumping trash in his cart. But I thought he would be happy later.\nWhen we got back from our shopping trip, she had run out of cards. She was walking by a woman with two babies in her cart. My daughter smiled at her and the young mother smiled back. My daughter came to me and said excitedly, \"Mom, I just realized something. You don't need cards to make someone smile. All you need to do is make eye contact and smile into their eyes and they will smile back.\"\nWhat a beautiful lesson my daughter reminded me of. You are never too young or too old to experiment with kindness and smiles.\n\n<question>:\nFrom the text, we can learn that _ .\n\n<options>:\nA John got a smile card from the writer's daughter\nB the older gentleman would smile later after he got the smile card\nC we could make others smile only by giving them what they wanted\nD the mother with two babies smiled because she got a smile card\n\n<answer>:\n",
"assistant": "B"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nWhen you get tense about something that happens in your life, you are experiencing stress. Too much stress can cause anger, depression and other related symptoms, which you need to seriously look into.\nThe following are simple ways that can be used to deal with stress.\nBe Gentle with Yourself\nThere are times when you are not fair to yourself. Often you are harder on yourself than you are of other people. If you can learn to accept yourself just the way you are, especially unconditionally, this would reduce the pressure you apply to yourself.\nExercise\nGo for a walk. Go to the shops. You can join a local walk, swim or jog team. If you are tired out from doing housework and haven`t left your workstation, have a stretch. Change your environment for an hour or so.\nStop Comparing Yourself with Others\nOften you don`t realize that a great deal of unhappiness is caused by constant comparisons you make. You says, \"if only I had a big house like she was...\", \"if only my husband were as rich as hers...\" The comparison is endless. The only comparison that counts is the comparison between where you were and where you are now . By all means, admire others, congratulate them and be proud of their achievements, but remind yourself that only you can decide the standard you want to set for yourself.\nTalk the Stress Out\nSometimes it helps to share or talk about your stress to close friends or family members. The other person`s active listening can help.\n\n<question>:\nThe passage is mainly about _ .\n\n<options>:\nA doing exercise is good for you health\nB how to deal with stress in life\nC comparing yourself with others is wrong\nD how to lead a happy life in daily life\n\n<answer>:\n",
"assistant": "B"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nWhen you get tense about something that happens in your life, you are experiencing stress. Too much stress can cause anger, depression and other related symptoms, which you need to seriously look into.\nThe following are simple ways that can be used to deal with stress.\nBe Gentle with Yourself\nThere are times when you are not fair to yourself. Often you are harder on yourself than you are of other people. If you can learn to accept yourself just the way you are, especially unconditionally, this would reduce the pressure you apply to yourself.\nExercise\nGo for a walk. Go to the shops. You can join a local walk, swim or jog team. If you are tired out from doing housework and haven`t left your workstation, have a stretch. Change your environment for an hour or so.\nStop Comparing Yourself with Others\nOften you don`t realize that a great deal of unhappiness is caused by constant comparisons you make. You says, \"if only I had a big house like she was...\", \"if only my husband were as rich as hers...\" The comparison is endless. The only comparison that counts is the comparison between where you were and where you are now . By all means, admire others, congratulate them and be proud of their achievements, but remind yourself that only you can decide the standard you want to set for yourself.\nTalk the Stress Out\nSometimes it helps to share or talk about your stress to close friends or family members. The other person`s active listening can help.\n\n<question>:\nWhat can we learn from the passage?\n\n<options>:\nA Comparing with others makes us happy.\nB Too much stress is bad for our health\nC Others put much pressure on us.\nD Talking out our stress might dangerous\n\n<answer>:\n",
"assistant": "B"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nThe Gunpowder Plot was conspiracy to kill King James I, as well as the members of the House of Lords and Commons at the re-opening of Parliament. It was designed by a group of Catholics in protest against the anti-Catholic laws that were being introduced by the king.\nRobert Catesby was the leader of the group. It was he and his cousin, Thomas Wintour, and two other friends, Thomas Percy and John Wright, who formed the center of the group. They were joined by nine more men; among them was Guy Fawkes, from the city of York in the north of England.\nFawkes found a store room directly under the House of Lords and rented it out under the false name of John Johnson. The conspirators stored thirty-six barrels of gunpowder there, and Fawkes, who was an explosives expert, was to light the fuses on 5th November 1605.\nThe plot failed because one of the conspirators, Francis Tresham, sent a letter to his relative, who was a member of the House of Lords. The letter warned him not to attend the opening ceremony of Parliament. The letter was passed on to the authorities, who took action.\nGuy Fawkes was found in the cellar on the night of 4th November with the thirty-six barrels and a number of fuses. He was imprisoned and ill-treated, eventually giving away the names of the conspirators.\nSoldiers of the king surrounded Holbeach House, in the Midlands, where they knew the conspirators to be hiding. In the fight that followed, four of them were shot dead, including Catesby and Percy, who were actually killed by the same bullet. The others were imprisoned and hanged along with Guy Fawkes on 31st January 1606.\nThese days, on 5th November, children all over Britain celebrate Guy Fawkes Night by building huge bonfires and lighting fireworks. It's a family tradition and an occasion to eat potatoes baked by the flames. There is always a 'guy' on top of the fire, a model of Guy Fawkes, dressed in the clothes of the 17th century.\n\n<question>:\nFrancis Tresham wrote the letter to his relative to _ .\n\n<options>:\nA warn him of the danger of being killed\nB reveal the names of the conspirators\nC protect the House of Lords\nD report the plot to the authorities\n\n<answer>:\n",
"assistant": "A"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nThe Gunpowder Plot was conspiracy to kill King James I, as well as the members of the House of Lords and Commons at the re-opening of Parliament. It was designed by a group of Catholics in protest against the anti-Catholic laws that were being introduced by the king.\nRobert Catesby was the leader of the group. It was he and his cousin, Thomas Wintour, and two other friends, Thomas Percy and John Wright, who formed the center of the group. They were joined by nine more men; among them was Guy Fawkes, from the city of York in the north of England.\nFawkes found a store room directly under the House of Lords and rented it out under the false name of John Johnson. The conspirators stored thirty-six barrels of gunpowder there, and Fawkes, who was an explosives expert, was to light the fuses on 5th November 1605.\nThe plot failed because one of the conspirators, Francis Tresham, sent a letter to his relative, who was a member of the House of Lords. The letter warned him not to attend the opening ceremony of Parliament. The letter was passed on to the authorities, who took action.\nGuy Fawkes was found in the cellar on the night of 4th November with the thirty-six barrels and a number of fuses. He was imprisoned and ill-treated, eventually giving away the names of the conspirators.\nSoldiers of the king surrounded Holbeach House, in the Midlands, where they knew the conspirators to be hiding. In the fight that followed, four of them were shot dead, including Catesby and Percy, who were actually killed by the same bullet. The others were imprisoned and hanged along with Guy Fawkes on 31st January 1606.\nThese days, on 5th November, children all over Britain celebrate Guy Fawkes Night by building huge bonfires and lighting fireworks. It's a family tradition and an occasion to eat potatoes baked by the flames. There is always a 'guy' on top of the fire, a model of Guy Fawkes, dressed in the clothes of the 17th century.\n\n<question>:\nAccording to the passage, the total number of people involved in the plot is _ .\n\n<options>:\nA 40\nB 4\nC 36\nD 13\n\n<answer>:\n",
"assistant": "D"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nThe Gunpowder Plot was conspiracy to kill King James I, as well as the members of the House of Lords and Commons at the re-opening of Parliament. It was designed by a group of Catholics in protest against the anti-Catholic laws that were being introduced by the king.\nRobert Catesby was the leader of the group. It was he and his cousin, Thomas Wintour, and two other friends, Thomas Percy and John Wright, who formed the center of the group. They were joined by nine more men; among them was Guy Fawkes, from the city of York in the north of England.\nFawkes found a store room directly under the House of Lords and rented it out under the false name of John Johnson. The conspirators stored thirty-six barrels of gunpowder there, and Fawkes, who was an explosives expert, was to light the fuses on 5th November 1605.\nThe plot failed because one of the conspirators, Francis Tresham, sent a letter to his relative, who was a member of the House of Lords. The letter warned him not to attend the opening ceremony of Parliament. The letter was passed on to the authorities, who took action.\nGuy Fawkes was found in the cellar on the night of 4th November with the thirty-six barrels and a number of fuses. He was imprisoned and ill-treated, eventually giving away the names of the conspirators.\nSoldiers of the king surrounded Holbeach House, in the Midlands, where they knew the conspirators to be hiding. In the fight that followed, four of them were shot dead, including Catesby and Percy, who were actually killed by the same bullet. The others were imprisoned and hanged along with Guy Fawkes on 31st January 1606.\nThese days, on 5th November, children all over Britain celebrate Guy Fawkes Night by building huge bonfires and lighting fireworks. It's a family tradition and an occasion to eat potatoes baked by the flames. There is always a 'guy' on top of the fire, a model of Guy Fawkes, dressed in the clothes of the 17th century.\n\n<question>:\nWhat can we learn about Robert Catesby?\n\n<options>:\nA He wrote a letter to his relative in the authorities.\nB He was imprisoned and hanged.\nC He was responsible for lighting the fuses.\nD He was shot dead in the fight.\n\n<answer>:\n",
"assistant": "D"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nThe Gunpowder Plot was conspiracy to kill King James I, as well as the members of the House of Lords and Commons at the re-opening of Parliament. It was designed by a group of Catholics in protest against the anti-Catholic laws that were being introduced by the king.\nRobert Catesby was the leader of the group. It was he and his cousin, Thomas Wintour, and two other friends, Thomas Percy and John Wright, who formed the center of the group. They were joined by nine more men; among them was Guy Fawkes, from the city of York in the north of England.\nFawkes found a store room directly under the House of Lords and rented it out under the false name of John Johnson. The conspirators stored thirty-six barrels of gunpowder there, and Fawkes, who was an explosives expert, was to light the fuses on 5th November 1605.\nThe plot failed because one of the conspirators, Francis Tresham, sent a letter to his relative, who was a member of the House of Lords. The letter warned him not to attend the opening ceremony of Parliament. The letter was passed on to the authorities, who took action.\nGuy Fawkes was found in the cellar on the night of 4th November with the thirty-six barrels and a number of fuses. He was imprisoned and ill-treated, eventually giving away the names of the conspirators.\nSoldiers of the king surrounded Holbeach House, in the Midlands, where they knew the conspirators to be hiding. In the fight that followed, four of them were shot dead, including Catesby and Percy, who were actually killed by the same bullet. The others were imprisoned and hanged along with Guy Fawkes on 31st January 1606.\nThese days, on 5th November, children all over Britain celebrate Guy Fawkes Night by building huge bonfires and lighting fireworks. It's a family tradition and an occasion to eat potatoes baked by the flames. There is always a 'guy' on top of the fire, a model of Guy Fawkes, dressed in the clothes of the 17th century.\n\n<question>:\nThe writer wrote the passage in order to _ .\n\n<options>:\nA tell how a British family tradition developed\nB disclose the severe struggle among the British politicians\nC inform the readers of the cruelty of King James I\nD describe one event in the British history\n\n<answer>:\n",
"assistant": "D"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nDear Mr. Plant,\nI am an enthusiastic camper and longtime X-Ports customer, but after being offended for the third time at your Sierra Vista location, I am writing to complain about your impolite employees.\nSeveral months ago ,I bought a tent that leaked the first time I used it and wanted it replaced . When I took it back, your employees accused me of tearing it myself. I left not only withm1, torn tent, but no refund and no satisfaction.\nA couple of weeks ago , I bought a sleeping bag that was supposed to sleep two people comfort-ably. It didn't. Your employees refused to give me my money back even though I had the receipt. I was asked to leave the store, again with no satisfaction.\nTo my misfortune, my latest purchase , of a piece of camping equipment at your store proyed to be another disappointment. The propane camp stove I bought didn't work properly. When I returned to exchange it, the rude clerk refused to help me because I did not have my sales receipt. It was an even exchange! He said that I was a problem and even asked if I had seen what products I-could purchase at one of your competitor's stores at comparable prices. Was he accusing me of something? Why would I have brought a receipt for an even exchange? Why would I know the price at other stores?\nFurthermore, the clerk called security and forced me to leave your store-without my camp stove! How can I go camping now? The tent leaks, the sleeping bag is just wrong, and I don't have a stove to keep warm ! Who is going to refund my money for my stove? Who is going to help me get over the abuse I suffered in your store?\nYou, as the area manager must clear these matters up for me immediately! I am sending copies of this letter to your main office and the Sierra Vista Store.\nSincerely ,\nIma Kumpanee\n\n<question>:\nWhat was Ima' s proposed solution for the problem with the tent?\n\n<options>:\nA To have it replaced.\nB To have it repaired.\nC To get a refund for it.\nD To get their apology.\n\n<answer>:\n",
"assistant": "A"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nDear Mr. Plant,\nI am an enthusiastic camper and longtime X-Ports customer, but after being offended for the third time at your Sierra Vista location, I am writing to complain about your impolite employees.\nSeveral months ago ,I bought a tent that leaked the first time I used it and wanted it replaced . When I took it back, your employees accused me of tearing it myself. I left not only withm1, torn tent, but no refund and no satisfaction.\nA couple of weeks ago , I bought a sleeping bag that was supposed to sleep two people comfort-ably. It didn't. Your employees refused to give me my money back even though I had the receipt. I was asked to leave the store, again with no satisfaction.\nTo my misfortune, my latest purchase , of a piece of camping equipment at your store proyed to be another disappointment. The propane camp stove I bought didn't work properly. When I returned to exchange it, the rude clerk refused to help me because I did not have my sales receipt. It was an even exchange! He said that I was a problem and even asked if I had seen what products I-could purchase at one of your competitor's stores at comparable prices. Was he accusing me of something? Why would I have brought a receipt for an even exchange? Why would I know the price at other stores?\nFurthermore, the clerk called security and forced me to leave your store-without my camp stove! How can I go camping now? The tent leaks, the sleeping bag is just wrong, and I don't have a stove to keep warm ! Who is going to refund my money for my stove? Who is going to help me get over the abuse I suffered in your store?\nYou, as the area manager must clear these matters up for me immediately! I am sending copies of this letter to your main office and the Sierra Vista Store.\nSincerely ,\nIma Kumpanee\n\n<question>:\nThe clerk didn' t want to exchange the stove for Ima because _ .\n\n<options>:\nA the clerk was offended\nB Ima destroyed it herself\nC Ima didn' t have the receipt\nD the clerk had given Ima the refund\n\n<answer>:\n",
"assistant": "C"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nDear Mr. Plant,\nI am an enthusiastic camper and longtime X-Ports customer, but after being offended for the third time at your Sierra Vista location, I am writing to complain about your impolite employees.\nSeveral months ago ,I bought a tent that leaked the first time I used it and wanted it replaced . When I took it back, your employees accused me of tearing it myself. I left not only withm1, torn tent, but no refund and no satisfaction.\nA couple of weeks ago , I bought a sleeping bag that was supposed to sleep two people comfort-ably. It didn't. Your employees refused to give me my money back even though I had the receipt. I was asked to leave the store, again with no satisfaction.\nTo my misfortune, my latest purchase , of a piece of camping equipment at your store proyed to be another disappointment. The propane camp stove I bought didn't work properly. When I returned to exchange it, the rude clerk refused to help me because I did not have my sales receipt. It was an even exchange! He said that I was a problem and even asked if I had seen what products I-could purchase at one of your competitor's stores at comparable prices. Was he accusing me of something? Why would I have brought a receipt for an even exchange? Why would I know the price at other stores?\nFurthermore, the clerk called security and forced me to leave your store-without my camp stove! How can I go camping now? The tent leaks, the sleeping bag is just wrong, and I don't have a stove to keep warm ! Who is going to refund my money for my stove? Who is going to help me get over the abuse I suffered in your store?\nYou, as the area manager must clear these matters up for me immediately! I am sending copies of this letter to your main office and the Sierra Vista Store.\nSincerely ,\nIma Kumpanee\n\n<question>:\nWhat was Ima' s attitude towards the purchase?\n\n<options>:\nA Doubtful.\nB Surprised.\nC Dissatisfied.\nD Uninterested\n\n<answer>:\n",
"assistant": "C"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nDear Mr. Plant,\nI am an enthusiastic camper and longtime X-Ports customer, but after being offended for the third time at your Sierra Vista location, I am writing to complain about your impolite employees.\nSeveral months ago ,I bought a tent that leaked the first time I used it and wanted it replaced . When I took it back, your employees accused me of tearing it myself. I left not only withm1, torn tent, but no refund and no satisfaction.\nA couple of weeks ago , I bought a sleeping bag that was supposed to sleep two people comfort-ably. It didn't. Your employees refused to give me my money back even though I had the receipt. I was asked to leave the store, again with no satisfaction.\nTo my misfortune, my latest purchase , of a piece of camping equipment at your store proyed to be another disappointment. The propane camp stove I bought didn't work properly. When I returned to exchange it, the rude clerk refused to help me because I did not have my sales receipt. It was an even exchange! He said that I was a problem and even asked if I had seen what products I-could purchase at one of your competitor's stores at comparable prices. Was he accusing me of something? Why would I have brought a receipt for an even exchange? Why would I know the price at other stores?\nFurthermore, the clerk called security and forced me to leave your store-without my camp stove! How can I go camping now? The tent leaks, the sleeping bag is just wrong, and I don't have a stove to keep warm ! Who is going to refund my money for my stove? Who is going to help me get over the abuse I suffered in your store?\nYou, as the area manager must clear these matters up for me immediately! I am sending copies of this letter to your main office and the Sierra Vista Store.\nSincerely ,\nIma Kumpanee\n\n<question>:\nThe letter is organized in order of _ .\n\n<options>:\nA complexity\nB importance\nC space\nD time\n\n<answer>:\n",
"assistant": "D"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nDear Mr. Plant,\nI am an enthusiastic camper and longtime X-Ports customer, but after being offended for the third time at your Sierra Vista location, I am writing to complain about your impolite employees.\nSeveral months ago ,I bought a tent that leaked the first time I used it and wanted it replaced . When I took it back, your employees accused me of tearing it myself. I left not only withm1, torn tent, but no refund and no satisfaction.\nA couple of weeks ago , I bought a sleeping bag that was supposed to sleep two people comfort-ably. It didn't. Your employees refused to give me my money back even though I had the receipt. I was asked to leave the store, again with no satisfaction.\nTo my misfortune, my latest purchase , of a piece of camping equipment at your store proyed to be another disappointment. The propane camp stove I bought didn't work properly. When I returned to exchange it, the rude clerk refused to help me because I did not have my sales receipt. It was an even exchange! He said that I was a problem and even asked if I had seen what products I-could purchase at one of your competitor's stores at comparable prices. Was he accusing me of something? Why would I have brought a receipt for an even exchange? Why would I know the price at other stores?\nFurthermore, the clerk called security and forced me to leave your store-without my camp stove! How can I go camping now? The tent leaks, the sleeping bag is just wrong, and I don't have a stove to keep warm ! Who is going to refund my money for my stove? Who is going to help me get over the abuse I suffered in your store?\nYou, as the area manager must clear these matters up for me immediately! I am sending copies of this letter to your main office and the Sierra Vista Store.\nSincerely ,\nIma Kumpanee\n\n<question>:\nThe letter was written to _ .\n\n<options>:\nA apply for a job in the store\nB complain about poor service\nC introduce some camping equipment\nD provide someone with information\n\n<answer>:\n",
"assistant": "B"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nThe practice of students endlessly copying letters and sentences from a blackboard is a thing of the past. With the coming of new technologies like computers and smartphone, writing by hand has become something of nostalgic skill. However, while today's educators are using more and more technology in their teaching, many believe basic handwriting skills are still necessary for students to be successful---both in school and in life.\nVirginia Berninger, professor of educational psychology at the University of Washington, says it's important to continue teaching handwriting and help children acquire the skill of writing by hand.\nBerninger and her colleagues conducted a study that looked at the ability of students to complete various writing tasks---both on a computer and by hand. The study, published in 2009, found that when writing with a pen and paper, participants wrote longer essays and more complete sentences and had a faster word production rate.\nIn a more recent study, Berninger looked at what role spelling plays in a student's writing skills and found that how well children spell is tied to know well they can write. \"Spelling makes some of the thinking parts of the brain active which helps us access our vocabulary, word meaning and concepts. It is allowing our written language to connect with ideas.\" Berninger said.\nSpelling helps students translate ideas into words in their mind first and then to transcribe \"those words in the mind written symbols on paper or keyboard and screen,\" the study said. Seeing the words in the \"mind's eye\" helps children not only to turn their ideas into words, says Berninger, but also to spot spelling mistakes when they write the words down and to correct then over time.\n\"In our computer age, some people believe that we don't have to teach spelling because we have spell checks,\" she said. \"But until a child has a functional spelling ability of about a fifth grade level, they won't have the knowledge to choose the correct spelling among the options given by the computer.\"\n\n<question>:\nWhat makes writing by hand a thing of the past?\n\n<options>:\nA The absence of blackboard in classroom.\nB The use of new technologies in teaching.\nC The lack of practice in handwriting.\nD The popular use of smartphones.\n\n<answer>:\n",
"assistant": "B"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nThe practice of students endlessly copying letters and sentences from a blackboard is a thing of the past. With the coming of new technologies like computers and smartphone, writing by hand has become something of nostalgic skill. However, while today's educators are using more and more technology in their teaching, many believe basic handwriting skills are still necessary for students to be successful---both in school and in life.\nVirginia Berninger, professor of educational psychology at the University of Washington, says it's important to continue teaching handwriting and help children acquire the skill of writing by hand.\nBerninger and her colleagues conducted a study that looked at the ability of students to complete various writing tasks---both on a computer and by hand. The study, published in 2009, found that when writing with a pen and paper, participants wrote longer essays and more complete sentences and had a faster word production rate.\nIn a more recent study, Berninger looked at what role spelling plays in a student's writing skills and found that how well children spell is tied to know well they can write. \"Spelling makes some of the thinking parts of the brain active which helps us access our vocabulary, word meaning and concepts. It is allowing our written language to connect with ideas.\" Berninger said.\nSpelling helps students translate ideas into words in their mind first and then to transcribe \"those words in the mind written symbols on paper or keyboard and screen,\" the study said. Seeing the words in the \"mind's eye\" helps children not only to turn their ideas into words, says Berninger, but also to spot spelling mistakes when they write the words down and to correct then over time.\n\"In our computer age, some people believe that we don't have to teach spelling because we have spell checks,\" she said. \"But until a child has a functional spelling ability of about a fifth grade level, they won't have the knowledge to choose the correct spelling among the options given by the computer.\"\n\n<question>:\nBerninger's study published in 2009 _ .\n\n<options>:\nA focused on the difference between writing by hand and on a computer.\nB indicated that students prefer to write with a pen and paper.\nC found that good essays are made up of long sentences.\nD discussed the importance of writing speed.\n\n<answer>:\n",
"assistant": "A"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nThe practice of students endlessly copying letters and sentences from a blackboard is a thing of the past. With the coming of new technologies like computers and smartphone, writing by hand has become something of nostalgic skill. However, while today's educators are using more and more technology in their teaching, many believe basic handwriting skills are still necessary for students to be successful---both in school and in life.\nVirginia Berninger, professor of educational psychology at the University of Washington, says it's important to continue teaching handwriting and help children acquire the skill of writing by hand.\nBerninger and her colleagues conducted a study that looked at the ability of students to complete various writing tasks---both on a computer and by hand. The study, published in 2009, found that when writing with a pen and paper, participants wrote longer essays and more complete sentences and had a faster word production rate.\nIn a more recent study, Berninger looked at what role spelling plays in a student's writing skills and found that how well children spell is tied to know well they can write. \"Spelling makes some of the thinking parts of the brain active which helps us access our vocabulary, word meaning and concepts. It is allowing our written language to connect with ideas.\" Berninger said.\nSpelling helps students translate ideas into words in their mind first and then to transcribe \"those words in the mind written symbols on paper or keyboard and screen,\" the study said. Seeing the words in the \"mind's eye\" helps children not only to turn their ideas into words, says Berninger, but also to spot spelling mistakes when they write the words down and to correct then over time.\n\"In our computer age, some people believe that we don't have to teach spelling because we have spell checks,\" she said. \"But until a child has a functional spelling ability of about a fifth grade level, they won't have the knowledge to choose the correct spelling among the options given by the computer.\"\n\n<question>:\nWhich of the following best shows the role of spelling?\n\n<options>:\nA Spelling improves one's memory of words.\nB Spelling ability is closely related to writing ability.\nC Spelling benefits the translation from words into ideas.\nD Spelling slows down finding exact words to express ideas.\n\n<answer>:\n",
"assistant": "B"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nThe practice of students endlessly copying letters and sentences from a blackboard is a thing of the past. With the coming of new technologies like computers and smartphone, writing by hand has become something of nostalgic skill. However, while today's educators are using more and more technology in their teaching, many believe basic handwriting skills are still necessary for students to be successful---both in school and in life.\nVirginia Berninger, professor of educational psychology at the University of Washington, says it's important to continue teaching handwriting and help children acquire the skill of writing by hand.\nBerninger and her colleagues conducted a study that looked at the ability of students to complete various writing tasks---both on a computer and by hand. The study, published in 2009, found that when writing with a pen and paper, participants wrote longer essays and more complete sentences and had a faster word production rate.\nIn a more recent study, Berninger looked at what role spelling plays in a student's writing skills and found that how well children spell is tied to know well they can write. \"Spelling makes some of the thinking parts of the brain active which helps us access our vocabulary, word meaning and concepts. It is allowing our written language to connect with ideas.\" Berninger said.\nSpelling helps students translate ideas into words in their mind first and then to transcribe \"those words in the mind written symbols on paper or keyboard and screen,\" the study said. Seeing the words in the \"mind's eye\" helps children not only to turn their ideas into words, says Berninger, but also to spot spelling mistakes when they write the words down and to correct then over time.\n\"In our computer age, some people believe that we don't have to teach spelling because we have spell checks,\" she said. \"But until a child has a functional spelling ability of about a fifth grade level, they won't have the knowledge to choose the correct spelling among the options given by the computer.\"\n\n<question>:\nWhat conclusion could be drawn from the passage?\n\n<options>:\nA Computers can help people with their choice of words.\nB Spell checks can take the place of spelling teaching.\nC Handwriting still has a place in today's classrooms.\nD Functional spelling ability develops fast in the fifth grade.\n\n<answer>:\n",
"assistant": "C"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nScientists have long had it in their mind to make a robot lizard . They began with finding out why a lizard can hang on a wall. They noticed the lizard's toes were unique: They have suckers , which enable it to hang on walls. They, therefore, made a robot with suckers on its hands and feet.\nThe robot could hang on the wall but fell off when crawling. So, they went on researching. 6 years ago, scientists discovered that suckers only were not enough. It is the bristles on each foot that adds friction and static adsorption that makes a lizard move on the smooth wall easily without falling down. \nThen scientists made great efforts to fix thick bristles to the robot's hands and feet. However, the effect was not satisfactory. The robot still couldn't attach itself firmly to the wall. \nScientists got puzzled: How on earth can the lizard crawl on an extremely smooth wall or even on a ceiling without dropping off? \nAn accidental finding inspired them: One day a scientist happened to see an animal attack a lizard and bite off its tail. The lizard broke away from the animal's teeth and threw itself on a wall to escape, only to fall off heavily on the ground. The scientist wondered: Is it the tail that plays an important role in its travelling on the wall? He caught some lizards for an experiment. The result proved his assumption: A tailless lizard has no trouble walking on an ordinary wall but can't on a smooth one. A further study showed the lizard's tail can prevent it falling over backward and, what's more, that the tail acts as an additional leg while one of the lizard's legs leaves the wall, which is always the case while it is walking on the wall. \nThus, Tailbot, a super tailed robot, is born.\n\n<question>:\nWhat part(s) would be a must if scientists just wanted a robot which can hang on the wall?\n\n<options>:\nA Suckers.\nB Suckers and bristles.\nC Suckers, bristles and a tail.\nD Hands, feet, bristles and a tail. Ks5u\n\n<answer>:\n",
"assistant": "A"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nScientists have long had it in their mind to make a robot lizard . They began with finding out why a lizard can hang on a wall. They noticed the lizard's toes were unique: They have suckers , which enable it to hang on walls. They, therefore, made a robot with suckers on its hands and feet.\nThe robot could hang on the wall but fell off when crawling. So, they went on researching. 6 years ago, scientists discovered that suckers only were not enough. It is the bristles on each foot that adds friction and static adsorption that makes a lizard move on the smooth wall easily without falling down. \nThen scientists made great efforts to fix thick bristles to the robot's hands and feet. However, the effect was not satisfactory. The robot still couldn't attach itself firmly to the wall. \nScientists got puzzled: How on earth can the lizard crawl on an extremely smooth wall or even on a ceiling without dropping off? \nAn accidental finding inspired them: One day a scientist happened to see an animal attack a lizard and bite off its tail. The lizard broke away from the animal's teeth and threw itself on a wall to escape, only to fall off heavily on the ground. The scientist wondered: Is it the tail that plays an important role in its travelling on the wall? He caught some lizards for an experiment. The result proved his assumption: A tailless lizard has no trouble walking on an ordinary wall but can't on a smooth one. A further study showed the lizard's tail can prevent it falling over backward and, what's more, that the tail acts as an additional leg while one of the lizard's legs leaves the wall, which is always the case while it is walking on the wall. \nThus, Tailbot, a super tailed robot, is born.\n\n<question>:\nThe bristles function as something _ .\n\n<options>:\nA to protect the lizard's toes from injury\nB to produce friction and static adsorption\nC to prevent a lizard falling over backward\nD to help a lizard move about without falling\n\n<answer>:\n",
"assistant": "B"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nScientists have long had it in their mind to make a robot lizard . They began with finding out why a lizard can hang on a wall. They noticed the lizard's toes were unique: They have suckers , which enable it to hang on walls. They, therefore, made a robot with suckers on its hands and feet.\nThe robot could hang on the wall but fell off when crawling. So, they went on researching. 6 years ago, scientists discovered that suckers only were not enough. It is the bristles on each foot that adds friction and static adsorption that makes a lizard move on the smooth wall easily without falling down. \nThen scientists made great efforts to fix thick bristles to the robot's hands and feet. However, the effect was not satisfactory. The robot still couldn't attach itself firmly to the wall. \nScientists got puzzled: How on earth can the lizard crawl on an extremely smooth wall or even on a ceiling without dropping off? \nAn accidental finding inspired them: One day a scientist happened to see an animal attack a lizard and bite off its tail. The lizard broke away from the animal's teeth and threw itself on a wall to escape, only to fall off heavily on the ground. The scientist wondered: Is it the tail that plays an important role in its travelling on the wall? He caught some lizards for an experiment. The result proved his assumption: A tailless lizard has no trouble walking on an ordinary wall but can't on a smooth one. A further study showed the lizard's tail can prevent it falling over backward and, what's more, that the tail acts as an additional leg while one of the lizard's legs leaves the wall, which is always the case while it is walking on the wall. \nThus, Tailbot, a super tailed robot, is born.\n\n<question>:\nThe biggest importance of a lizard's tail lies in _ .\n\n<options>:\nA helping support the body\nB serving as another leg\nC sticking to the wall\nD stopping slipping\n\n<answer>:\n",
"assistant": "B"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nChinese e-commerce websites fail to pay more attention to older consumers, says a news report.\nThere's been a thought that younger consumers have been the driving force of online buying. That may not be the case. According to a statement from Alipay, the average expenditure of Alipay users born before the 1960s was 31,000 yuan in 2012, much higher than 14,000 yuan of those born after the 1980s. It shows that online shopping has become a key part of people's daily consumption, for both young and old.\nBesides shopping, people pay bills such as water bill, electricity bill, and credit card repayment online. The middle-aged and senior consumers are also participating in that consumption revolution.\nLiu Chen, 56, said that his online expenditure in 2014 was over 50,000 yuan, about half of the total annual expenditure. He always pays his telephone bill online. Clothes, electrical appliances and kids' snacks are the main items he purchases online.\nLiu's shopping strategy is to find something good online first, then go to shops to check it out, and finally buy it online because it is cheaper. As quality concerns him, Liu only buys items that come with a guarantee.\nStories such as those from Liu are representative of millions of middle-aged and older Chinese, which show the great potential of the aged in the Chinese consumption market. Yet, the market seems not to be valued as it should be.\nSome Chinese e-commerce websites such as jd. com, dangdang. com and amazon. cn don't have a category for goods for the elderly on their main pages. Alibaba's platform does have one, but the goods in it are not as abundant as other categories. Moreover, Taobao's category is not really designed for elders, but their children.\nDespite the seeming lack of commitment to older consumers, the Chinese market for the elderly is clearly huge, and e-commerce websites should take great efforts to develop it.\n\n<question>:\nLiu Chen chooses online shopping mainly because of its _ .\n\n<options>:\nA low price\nB convenience\nC great potential\nD quality guarantee\n\n<answer>:\n",
"assistant": "A"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nChinese e-commerce websites fail to pay more attention to older consumers, says a news report.\nThere's been a thought that younger consumers have been the driving force of online buying. That may not be the case. According to a statement from Alipay, the average expenditure of Alipay users born before the 1960s was 31,000 yuan in 2012, much higher than 14,000 yuan of those born after the 1980s. It shows that online shopping has become a key part of people's daily consumption, for both young and old.\nBesides shopping, people pay bills such as water bill, electricity bill, and credit card repayment online. The middle-aged and senior consumers are also participating in that consumption revolution.\nLiu Chen, 56, said that his online expenditure in 2014 was over 50,000 yuan, about half of the total annual expenditure. He always pays his telephone bill online. Clothes, electrical appliances and kids' snacks are the main items he purchases online.\nLiu's shopping strategy is to find something good online first, then go to shops to check it out, and finally buy it online because it is cheaper. As quality concerns him, Liu only buys items that come with a guarantee.\nStories such as those from Liu are representative of millions of middle-aged and older Chinese, which show the great potential of the aged in the Chinese consumption market. Yet, the market seems not to be valued as it should be.\nSome Chinese e-commerce websites such as jd. com, dangdang. com and amazon. cn don't have a category for goods for the elderly on their main pages. Alibaba's platform does have one, but the goods in it are not as abundant as other categories. Moreover, Taobao's category is not really designed for elders, but their children.\nDespite the seeming lack of commitment to older consumers, the Chinese market for the elderly is clearly huge, and e-commerce websites should take great efforts to develop it.\n\n<question>:\nWhich is the best title of the passage?\n\n<options>:\nA Online shopping\nB Older consumers in e-commerce\nC Chinese e-commerce\nD Huge e-commerce market for the elderly\n\n<answer>:\n",
"assistant": "D"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nLast Sunday I made a visit to some new neighbors down the block.No specific in mind, just an opportunity to sit at the kitchen table, have some tea and chat.As I did so, it occurred to me how rare the Sunday visit has become.\nWhen I was a kid in New Jersey of the 1960s, Sunday visits were routine.Most stores were closed, almost nobody worked, and the highways, as a result, were not desperate steeplechases they have become today.My family normally traveled eight city blocks to the home of my grandmother, where adults would sit on the front porch and chat while we children played hide-and-seek.\nThe Sunday visit was something to desire strongly.It was the repetition to church, our reward for an hour of devotion, an opportunity to take advantage of the fact that Dad was not at work, we were not in school, and there was no housework that couldn't wait until Monday.Sunday was, indeed, different from the other days of the week, because everyone seemed to be on the same schedule, which means that there was one day when everyone seemed to have time for everybody else.\nSunday as a day of rest is, or was, so deeply rooted in the culture that it's surprising to find that, in a short span of time, it has almost entirely lost this association.In my childhood, it was assumed that everyone would either be home or visiting someone else's home on Sunday.But now the question is, \"What do you plan to DO this Sunday?\" The answer can range from going to the mall, to participating in a road race, to Montreal for lunch.If one were to respond, \"I'm making a Sunday visit to family,\" such an answer would feel strange, which sounds like an echo from another era.\nI suppose I should be grateful to live in Maine, a state of small towns, abundant land and tight relationships.Even though folks work as hard here as they do anywhere else, the state's powerfully rural feature still keeps at least remnants of the moral of yesterday's America, where people had to depend on one another in the face of economic vagaries and a challenging environment.\n\n<question>:\nThe writer's general impression of the Sunday in the past was a day when _ .\n\n<options>:\nA everyone was paying a visit to some relatives far away\nB everyone seemed to be free for others\nC Dad was not at work while Mom was busy cleaning the house\nD nearly every adult would go to church and children weren't at school\n\n<answer>:\n",
"assistant": "B"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nLast Sunday I made a visit to some new neighbors down the block.No specific in mind, just an opportunity to sit at the kitchen table, have some tea and chat.As I did so, it occurred to me how rare the Sunday visit has become.\nWhen I was a kid in New Jersey of the 1960s, Sunday visits were routine.Most stores were closed, almost nobody worked, and the highways, as a result, were not desperate steeplechases they have become today.My family normally traveled eight city blocks to the home of my grandmother, where adults would sit on the front porch and chat while we children played hide-and-seek.\nThe Sunday visit was something to desire strongly.It was the repetition to church, our reward for an hour of devotion, an opportunity to take advantage of the fact that Dad was not at work, we were not in school, and there was no housework that couldn't wait until Monday.Sunday was, indeed, different from the other days of the week, because everyone seemed to be on the same schedule, which means that there was one day when everyone seemed to have time for everybody else.\nSunday as a day of rest is, or was, so deeply rooted in the culture that it's surprising to find that, in a short span of time, it has almost entirely lost this association.In my childhood, it was assumed that everyone would either be home or visiting someone else's home on Sunday.But now the question is, \"What do you plan to DO this Sunday?\" The answer can range from going to the mall, to participating in a road race, to Montreal for lunch.If one were to respond, \"I'm making a Sunday visit to family,\" such an answer would feel strange, which sounds like an echo from another era.\nI suppose I should be grateful to live in Maine, a state of small towns, abundant land and tight relationships.Even though folks work as hard here as they do anywhere else, the state's powerfully rural feature still keeps at least remnants of the moral of yesterday's America, where people had to depend on one another in the face of economic vagaries and a challenging environment.\n\n<question>:\nWhat's the main idea of the passage?\n\n<options>:\nA Doing many activities on Sunday is beneficial.\nB We should often travel a long distance to visit some friends and relatives.\nC Nowadays, Sunday has almost lost its association as a day of rest.\nD We should abandon some old tradition.\n\n<answer>:\n",
"assistant": "C"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nIn 1977, Irene Pepperberg of Harvard University began studying what was on another creature's mind by talking to it. Her first experiments began with Alex. Alex was a one-year-old African grey parrot and Irene taught him to produce the sounds of the English language. \"I thought if he learned to communicate, I could ask him questions about how he sees the world.\"\nAt the time, most scientists didn't believe animals had any thoughts. They thought animals were more like robots but didn't have the ability to think or feel. Of course, if you own a pet you probably disagree. But it is the job of a scientist to prove this and nowadays more scientists accept that animals can think for themselves.\n\"That's why I started my studies with Alex,\" Irene said, \"Some people actually called me crazy for trying this.\"\nNowadays, we have more and more evidence that animals have all sorts of mental abilities. Sheep can recognize faces. Chimpanzees use a variety of tools and even use weapons to hunt. And Alex the parrot became a very good talker.\nThirty years after the Alex studies began. Irene was still giving him English lessons up until his recent death. For example, if Alex was hungry he could say \"want grape\". Alex could count to six and was learning the sounds for seven and eight. \"He has to hear the words over and over before he can correctly say them.\" Irene said, after pronouncing \"seven\" for Alex a few times in a row. Alex could also tell the difference between colors, shapes, sizes, and materials (e.g. wood and metal). Before he finally died, Alex managed to say \"seven\".\nAnother famous pet that proved some animals have greater mental skills was a dog called Rico. He appeared on a German TV game show in 2011. Rico knew the names of 200 different toys and easily learned the names of new ones. When Rico became famous, many other dog owners wanted to show how clever their pets were. Another dog called Betsy could understand 300 words.\nOne theory for dogs' ability to learn a language is that they have ben close companions to humans for many centuries and so their ability to understand us is constantly evolving . While animals can't do what humans do yet, some scientists believe that examples like Alex and Rico prove that evolution develops intelligence, as well as physical appearance.\n\n<question>:\nIrene wanted to find out _ .\n\n<options>:\nA what a parrot thinks\nB why a parrot can speak\nC how parrots make sounds\nD if parrots speak English\n\n<answer>:\n",
"assistant": "A"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nIn 1977, Irene Pepperberg of Harvard University began studying what was on another creature's mind by talking to it. Her first experiments began with Alex. Alex was a one-year-old African grey parrot and Irene taught him to produce the sounds of the English language. \"I thought if he learned to communicate, I could ask him questions about how he sees the world.\"\nAt the time, most scientists didn't believe animals had any thoughts. They thought animals were more like robots but didn't have the ability to think or feel. Of course, if you own a pet you probably disagree. But it is the job of a scientist to prove this and nowadays more scientists accept that animals can think for themselves.\n\"That's why I started my studies with Alex,\" Irene said, \"Some people actually called me crazy for trying this.\"\nNowadays, we have more and more evidence that animals have all sorts of mental abilities. Sheep can recognize faces. Chimpanzees use a variety of tools and even use weapons to hunt. And Alex the parrot became a very good talker.\nThirty years after the Alex studies began. Irene was still giving him English lessons up until his recent death. For example, if Alex was hungry he could say \"want grape\". Alex could count to six and was learning the sounds for seven and eight. \"He has to hear the words over and over before he can correctly say them.\" Irene said, after pronouncing \"seven\" for Alex a few times in a row. Alex could also tell the difference between colors, shapes, sizes, and materials (e.g. wood and metal). Before he finally died, Alex managed to say \"seven\".\nAnother famous pet that proved some animals have greater mental skills was a dog called Rico. He appeared on a German TV game show in 2011. Rico knew the names of 200 different toys and easily learned the names of new ones. When Rico became famous, many other dog owners wanted to show how clever their pets were. Another dog called Betsy could understand 300 words.\nOne theory for dogs' ability to learn a language is that they have ben close companions to humans for many centuries and so their ability to understand us is constantly evolving . While animals can't do what humans do yet, some scientists believe that examples like Alex and Rico prove that evolution develops intelligence, as well as physical appearance.\n\n<question>:\nAlex learnt new words by _ .\n\n<options>:\nA singing them\nB reading them\nC writing them\nD rehearing them\n\n<answer>:\n",
"assistant": "D"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nIn 1977, Irene Pepperberg of Harvard University began studying what was on another creature's mind by talking to it. Her first experiments began with Alex. Alex was a one-year-old African grey parrot and Irene taught him to produce the sounds of the English language. \"I thought if he learned to communicate, I could ask him questions about how he sees the world.\"\nAt the time, most scientists didn't believe animals had any thoughts. They thought animals were more like robots but didn't have the ability to think or feel. Of course, if you own a pet you probably disagree. But it is the job of a scientist to prove this and nowadays more scientists accept that animals can think for themselves.\n\"That's why I started my studies with Alex,\" Irene said, \"Some people actually called me crazy for trying this.\"\nNowadays, we have more and more evidence that animals have all sorts of mental abilities. Sheep can recognize faces. Chimpanzees use a variety of tools and even use weapons to hunt. And Alex the parrot became a very good talker.\nThirty years after the Alex studies began. Irene was still giving him English lessons up until his recent death. For example, if Alex was hungry he could say \"want grape\". Alex could count to six and was learning the sounds for seven and eight. \"He has to hear the words over and over before he can correctly say them.\" Irene said, after pronouncing \"seven\" for Alex a few times in a row. Alex could also tell the difference between colors, shapes, sizes, and materials (e.g. wood and metal). Before he finally died, Alex managed to say \"seven\".\nAnother famous pet that proved some animals have greater mental skills was a dog called Rico. He appeared on a German TV game show in 2011. Rico knew the names of 200 different toys and easily learned the names of new ones. When Rico became famous, many other dog owners wanted to show how clever their pets were. Another dog called Betsy could understand 300 words.\nOne theory for dogs' ability to learn a language is that they have ben close companions to humans for many centuries and so their ability to understand us is constantly evolving . While animals can't do what humans do yet, some scientists believe that examples like Alex and Rico prove that evolution develops intelligence, as well as physical appearance.\n\n<question>:\nThe two dogs mentioned in the article could _ .\n\n<options>:\nA understand some words\nB recognize strange voices\nC copy human gestures\nD tell different colors\n\n<answer>:\n",
"assistant": "A"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nIn 1977, Irene Pepperberg of Harvard University began studying what was on another creature's mind by talking to it. Her first experiments began with Alex. Alex was a one-year-old African grey parrot and Irene taught him to produce the sounds of the English language. \"I thought if he learned to communicate, I could ask him questions about how he sees the world.\"\nAt the time, most scientists didn't believe animals had any thoughts. They thought animals were more like robots but didn't have the ability to think or feel. Of course, if you own a pet you probably disagree. But it is the job of a scientist to prove this and nowadays more scientists accept that animals can think for themselves.\n\"That's why I started my studies with Alex,\" Irene said, \"Some people actually called me crazy for trying this.\"\nNowadays, we have more and more evidence that animals have all sorts of mental abilities. Sheep can recognize faces. Chimpanzees use a variety of tools and even use weapons to hunt. And Alex the parrot became a very good talker.\nThirty years after the Alex studies began. Irene was still giving him English lessons up until his recent death. For example, if Alex was hungry he could say \"want grape\". Alex could count to six and was learning the sounds for seven and eight. \"He has to hear the words over and over before he can correctly say them.\" Irene said, after pronouncing \"seven\" for Alex a few times in a row. Alex could also tell the difference between colors, shapes, sizes, and materials (e.g. wood and metal). Before he finally died, Alex managed to say \"seven\".\nAnother famous pet that proved some animals have greater mental skills was a dog called Rico. He appeared on a German TV game show in 2011. Rico knew the names of 200 different toys and easily learned the names of new ones. When Rico became famous, many other dog owners wanted to show how clever their pets were. Another dog called Betsy could understand 300 words.\nOne theory for dogs' ability to learn a language is that they have ben close companions to humans for many centuries and so their ability to understand us is constantly evolving . While animals can't do what humans do yet, some scientists believe that examples like Alex and Rico prove that evolution develops intelligence, as well as physical appearance.\n\n<question>:\nThe article concludes that _ .\n\n<options>:\nA our pets understand what we say\nB dogs may speak to humans one day\nC humans are related to chimpanzees\nD mental ability can evolve in animals\n\n<answer>:\n",
"assistant": "D"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nKnowing the best way to study will help you to be a better student. By using your time properly, you can do your homework more quickly. Learning to study is not difficult.\nThe first thing to remember is that you must be willing to learn. It doesn't mean that you must always like the subject. It does mean, however, that you must be willing to do whatever is necessary to learn. Try to understand why it is important and how it will help you now and later to do and learn other things. Knowing mathematics facts will be useful in your whole life. Knowing how to spell makes any kind of writing easier. Sometimes the subject that you think is going to be uninteresting will be exciting when you begin to work at it and understand it more clearly. Learning things can be fun if you are willing to work with them.\nHere's some advice for you: have a certain time each day and a quiet place with good lighting for study, so that you can concentrate on your study without interruptions; have everything ready before you sit down to study, a dictionary, paper, a pen and books; be sure you understand what you should learn before you start; read carefully and pay special attention to the most important things; when memorizing, first find out the main parts and then recite the whole thing; check your homework after you finish it; never forget the importance of review and preview.\nDon't try to spend a lot of time researching learning methods. There are many students who know many good learning methods but don't study well. They forget that the most useful learning method is to study hard.\n\n<question>:\nThe main purpose of the article is _ .\n\n<options>:\nA to prove that learning is not difficult\nB to make the readers be interested in study\nC to tell the importance of self teaching\nD to tell the students how to study well\n\n<answer>:\n",
"assistant": "D"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nKnowing the best way to study will help you to be a better student. By using your time properly, you can do your homework more quickly. Learning to study is not difficult.\nThe first thing to remember is that you must be willing to learn. It doesn't mean that you must always like the subject. It does mean, however, that you must be willing to do whatever is necessary to learn. Try to understand why it is important and how it will help you now and later to do and learn other things. Knowing mathematics facts will be useful in your whole life. Knowing how to spell makes any kind of writing easier. Sometimes the subject that you think is going to be uninteresting will be exciting when you begin to work at it and understand it more clearly. Learning things can be fun if you are willing to work with them.\nHere's some advice for you: have a certain time each day and a quiet place with good lighting for study, so that you can concentrate on your study without interruptions; have everything ready before you sit down to study, a dictionary, paper, a pen and books; be sure you understand what you should learn before you start; read carefully and pay special attention to the most important things; when memorizing, first find out the main parts and then recite the whole thing; check your homework after you finish it; never forget the importance of review and preview.\nDon't try to spend a lot of time researching learning methods. There are many students who know many good learning methods but don't study well. They forget that the most useful learning method is to study hard.\n\n<question>:\nThe first thing to remember in studying is that _ .\n\n<options>:\nA you must like the subject\nB you must follow the teacher\nC you must enjoy learning\nD you must study hard\n\n<answer>:\n",
"assistant": "C"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nKnowing the best way to study will help you to be a better student. By using your time properly, you can do your homework more quickly. Learning to study is not difficult.\nThe first thing to remember is that you must be willing to learn. It doesn't mean that you must always like the subject. It does mean, however, that you must be willing to do whatever is necessary to learn. Try to understand why it is important and how it will help you now and later to do and learn other things. Knowing mathematics facts will be useful in your whole life. Knowing how to spell makes any kind of writing easier. Sometimes the subject that you think is going to be uninteresting will be exciting when you begin to work at it and understand it more clearly. Learning things can be fun if you are willing to work with them.\nHere's some advice for you: have a certain time each day and a quiet place with good lighting for study, so that you can concentrate on your study without interruptions; have everything ready before you sit down to study, a dictionary, paper, a pen and books; be sure you understand what you should learn before you start; read carefully and pay special attention to the most important things; when memorizing, first find out the main parts and then recite the whole thing; check your homework after you finish it; never forget the importance of review and preview.\nDon't try to spend a lot of time researching learning methods. There are many students who know many good learning methods but don't study well. They forget that the most useful learning method is to study hard.\n\n<question>:\nThe following advice is given in the article EXCEPT _ .\n\n<options>:\nA To put a pen, paper and books beside you before study.\nB To study at any possible time and place.\nC To review and preview\nD To pay attention to the most important things.\n\n<answer>:\n",
"assistant": "B"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nKnowing the best way to study will help you to be a better student. By using your time properly, you can do your homework more quickly. Learning to study is not difficult.\nThe first thing to remember is that you must be willing to learn. It doesn't mean that you must always like the subject. It does mean, however, that you must be willing to do whatever is necessary to learn. Try to understand why it is important and how it will help you now and later to do and learn other things. Knowing mathematics facts will be useful in your whole life. Knowing how to spell makes any kind of writing easier. Sometimes the subject that you think is going to be uninteresting will be exciting when you begin to work at it and understand it more clearly. Learning things can be fun if you are willing to work with them.\nHere's some advice for you: have a certain time each day and a quiet place with good lighting for study, so that you can concentrate on your study without interruptions; have everything ready before you sit down to study, a dictionary, paper, a pen and books; be sure you understand what you should learn before you start; read carefully and pay special attention to the most important things; when memorizing, first find out the main parts and then recite the whole thing; check your homework after you finish it; never forget the importance of review and preview.\nDon't try to spend a lot of time researching learning methods. There are many students who know many good learning methods but don't study well. They forget that the most useful learning method is to study hard.\n\n<question>:\nAmong the following statements, _ is true.\n\n<options>:\nA The more learning methods we have, the better we will study.\nB Finding the best learning method is the most important in learning.\nC Knowing good methods, you can't be good at study without working hard.\nD Once we have mastered a good learning method, we can improve our study greatly.\n\n<answer>:\n",
"assistant": "C"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nKnowing the best way to study will help you to be a better student. By using your time properly, you can do your homework more quickly. Learning to study is not difficult.\nThe first thing to remember is that you must be willing to learn. It doesn't mean that you must always like the subject. It does mean, however, that you must be willing to do whatever is necessary to learn. Try to understand why it is important and how it will help you now and later to do and learn other things. Knowing mathematics facts will be useful in your whole life. Knowing how to spell makes any kind of writing easier. Sometimes the subject that you think is going to be uninteresting will be exciting when you begin to work at it and understand it more clearly. Learning things can be fun if you are willing to work with them.\nHere's some advice for you: have a certain time each day and a quiet place with good lighting for study, so that you can concentrate on your study without interruptions; have everything ready before you sit down to study, a dictionary, paper, a pen and books; be sure you understand what you should learn before you start; read carefully and pay special attention to the most important things; when memorizing, first find out the main parts and then recite the whole thing; check your homework after you finish it; never forget the importance of review and preview.\nDon't try to spend a lot of time researching learning methods. There are many students who know many good learning methods but don't study well. They forget that the most useful learning method is to study hard.\n\n<question>:\nFrom the passage, we can conclude that _ .\n\n<options>:\nA No pains, no gains\nB Better late than never\nC Study comes first\nD Good methods, good results.\n\n<answer>:\n",
"assistant": "A"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nAustralian cities can keep their native wildlife -- but only if they can kick their habit of urban sprawl . That's the finding of a new study by leading Australian environmental researchers Jessica Sushinsky, Professor Hugh Possingham and Dr Richard Fuller of The University of Queensland.\n\"While urban development usually reduces the number of birds in a city, building more compact cities and avoiding urban sprawl can slow these reductions greatly,\" says lead author Jessica Sushinsky. \"Compact housing development leaves birds' homes untouched, leading to fewer losses of birds.\"\nThe researchers surveyed native and wild birds in Brisbane's urban areas, including living and industrial areas, public parks and gardens, major roadways and airports. They then used statistical modeling to find out what will happen to the birds as the city grows. The first setting was compact growth -- where multiple homes are built on land that previously had only one house. The second setting was sprawling growth -- a familiar pattern where homes are built here and there beyond the city's current boundaries. \nThe team's forecasts showed that a much greater diversity of species was lost over 20 years in the sprawling setting compared to the more compact setting. \"Urban sprawl resulted in the disappearance of many urban-sensitive birds -- birds that only live in areas where there is native vegetation , such as parklands and woodlands,\" Ms Sushinsky says. \n\"On the other hand, we found the city with the compact development attracted more birds because it kept more of its parks and green areas.\"\nNow the Queensland Government has adopted the more compact urban growth strategy, which, Dr Richard Fuller says, is good news for Australia's native birds. These birds are environmental specialists -- they need a particular environment to do well. \"While compact development means smaller backyards, it can also make our entire cities more biodiverse,\" according to Dr Fuller. \"The study shows that we should hold on to our green spaces instead of clearing them for sprawling development.\"\nThis is the first time science has modeled the effects of different urban growth strategies on birds, the researchers say. \"Statistical models like these are important because they help us to understand the ecological consequences of a particular decision,\" says Dr Fuller.\n\n<question>:\nThe study deals with the relationship between _ .\n\n<options>:\nA city development and birds\nB the environment and birds\nC humans and wildlife\nD climate and wildlife\n\n<answer>:\n",
"assistant": "A"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nAustralian cities can keep their native wildlife -- but only if they can kick their habit of urban sprawl . That's the finding of a new study by leading Australian environmental researchers Jessica Sushinsky, Professor Hugh Possingham and Dr Richard Fuller of The University of Queensland.\n\"While urban development usually reduces the number of birds in a city, building more compact cities and avoiding urban sprawl can slow these reductions greatly,\" says lead author Jessica Sushinsky. \"Compact housing development leaves birds' homes untouched, leading to fewer losses of birds.\"\nThe researchers surveyed native and wild birds in Brisbane's urban areas, including living and industrial areas, public parks and gardens, major roadways and airports. They then used statistical modeling to find out what will happen to the birds as the city grows. The first setting was compact growth -- where multiple homes are built on land that previously had only one house. The second setting was sprawling growth -- a familiar pattern where homes are built here and there beyond the city's current boundaries. \nThe team's forecasts showed that a much greater diversity of species was lost over 20 years in the sprawling setting compared to the more compact setting. \"Urban sprawl resulted in the disappearance of many urban-sensitive birds -- birds that only live in areas where there is native vegetation , such as parklands and woodlands,\" Ms Sushinsky says. \n\"On the other hand, we found the city with the compact development attracted more birds because it kept more of its parks and green areas.\"\nNow the Queensland Government has adopted the more compact urban growth strategy, which, Dr Richard Fuller says, is good news for Australia's native birds. These birds are environmental specialists -- they need a particular environment to do well. \"While compact development means smaller backyards, it can also make our entire cities more biodiverse,\" according to Dr Fuller. \"The study shows that we should hold on to our green spaces instead of clearing them for sprawling development.\"\nThis is the first time science has modeled the effects of different urban growth strategies on birds, the researchers say. \"Statistical models like these are important because they help us to understand the ecological consequences of a particular decision,\" says Dr Fuller.\n\n<question>:\nWhy is compact urban growth better than the sprawling strategy?\n\n<options>:\nA It makes the cities more beautiful.\nB It gives people larger backyards.\nC It is money-saving.\nD It is bird-friendly.\n\n<answer>:\n",
"assistant": "D"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nAustralian cities can keep their native wildlife -- but only if they can kick their habit of urban sprawl . That's the finding of a new study by leading Australian environmental researchers Jessica Sushinsky, Professor Hugh Possingham and Dr Richard Fuller of The University of Queensland.\n\"While urban development usually reduces the number of birds in a city, building more compact cities and avoiding urban sprawl can slow these reductions greatly,\" says lead author Jessica Sushinsky. \"Compact housing development leaves birds' homes untouched, leading to fewer losses of birds.\"\nThe researchers surveyed native and wild birds in Brisbane's urban areas, including living and industrial areas, public parks and gardens, major roadways and airports. They then used statistical modeling to find out what will happen to the birds as the city grows. The first setting was compact growth -- where multiple homes are built on land that previously had only one house. The second setting was sprawling growth -- a familiar pattern where homes are built here and there beyond the city's current boundaries. \nThe team's forecasts showed that a much greater diversity of species was lost over 20 years in the sprawling setting compared to the more compact setting. \"Urban sprawl resulted in the disappearance of many urban-sensitive birds -- birds that only live in areas where there is native vegetation , such as parklands and woodlands,\" Ms Sushinsky says. \n\"On the other hand, we found the city with the compact development attracted more birds because it kept more of its parks and green areas.\"\nNow the Queensland Government has adopted the more compact urban growth strategy, which, Dr Richard Fuller says, is good news for Australia's native birds. These birds are environmental specialists -- they need a particular environment to do well. \"While compact development means smaller backyards, it can also make our entire cities more biodiverse,\" according to Dr Fuller. \"The study shows that we should hold on to our green spaces instead of clearing them for sprawling development.\"\nThis is the first time science has modeled the effects of different urban growth strategies on birds, the researchers say. \"Statistical models like these are important because they help us to understand the ecological consequences of a particular decision,\" says Dr Fuller.\n\n<question>:\nDr Richard Fuller thinks the Queensland Government's action _ .\n\n<options>:\nA is really brave\nB is worth praising\nC has an uncertain future\nD should be performed nationwide\n\n<answer>:\n",
"assistant": "B"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nAustralian cities can keep their native wildlife -- but only if they can kick their habit of urban sprawl . That's the finding of a new study by leading Australian environmental researchers Jessica Sushinsky, Professor Hugh Possingham and Dr Richard Fuller of The University of Queensland.\n\"While urban development usually reduces the number of birds in a city, building more compact cities and avoiding urban sprawl can slow these reductions greatly,\" says lead author Jessica Sushinsky. \"Compact housing development leaves birds' homes untouched, leading to fewer losses of birds.\"\nThe researchers surveyed native and wild birds in Brisbane's urban areas, including living and industrial areas, public parks and gardens, major roadways and airports. They then used statistical modeling to find out what will happen to the birds as the city grows. The first setting was compact growth -- where multiple homes are built on land that previously had only one house. The second setting was sprawling growth -- a familiar pattern where homes are built here and there beyond the city's current boundaries. \nThe team's forecasts showed that a much greater diversity of species was lost over 20 years in the sprawling setting compared to the more compact setting. \"Urban sprawl resulted in the disappearance of many urban-sensitive birds -- birds that only live in areas where there is native vegetation , such as parklands and woodlands,\" Ms Sushinsky says. \n\"On the other hand, we found the city with the compact development attracted more birds because it kept more of its parks and green areas.\"\nNow the Queensland Government has adopted the more compact urban growth strategy, which, Dr Richard Fuller says, is good news for Australia's native birds. These birds are environmental specialists -- they need a particular environment to do well. \"While compact development means smaller backyards, it can also make our entire cities more biodiverse,\" according to Dr Fuller. \"The study shows that we should hold on to our green spaces instead of clearing them for sprawling development.\"\nThis is the first time science has modeled the effects of different urban growth strategies on birds, the researchers say. \"Statistical models like these are important because they help us to understand the ecological consequences of a particular decision,\" says Dr Fuller.\n\n<question>:\nWhat can we learn about the study from the passage?\n\n<options>:\nA It is based on the statistics in the past.\nB It is strongly against urban development.\nC It criticizes the city environment in Brisbane.\nD It suggests leaving more green spaces for birds.\n\n<answer>:\n",
"assistant": "D"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nAustralian cities can keep their native wildlife -- but only if they can kick their habit of urban sprawl . That's the finding of a new study by leading Australian environmental researchers Jessica Sushinsky, Professor Hugh Possingham and Dr Richard Fuller of The University of Queensland.\n\"While urban development usually reduces the number of birds in a city, building more compact cities and avoiding urban sprawl can slow these reductions greatly,\" says lead author Jessica Sushinsky. \"Compact housing development leaves birds' homes untouched, leading to fewer losses of birds.\"\nThe researchers surveyed native and wild birds in Brisbane's urban areas, including living and industrial areas, public parks and gardens, major roadways and airports. They then used statistical modeling to find out what will happen to the birds as the city grows. The first setting was compact growth -- where multiple homes are built on land that previously had only one house. The second setting was sprawling growth -- a familiar pattern where homes are built here and there beyond the city's current boundaries. \nThe team's forecasts showed that a much greater diversity of species was lost over 20 years in the sprawling setting compared to the more compact setting. \"Urban sprawl resulted in the disappearance of many urban-sensitive birds -- birds that only live in areas where there is native vegetation , such as parklands and woodlands,\" Ms Sushinsky says. \n\"On the other hand, we found the city with the compact development attracted more birds because it kept more of its parks and green areas.\"\nNow the Queensland Government has adopted the more compact urban growth strategy, which, Dr Richard Fuller says, is good news for Australia's native birds. These birds are environmental specialists -- they need a particular environment to do well. \"While compact development means smaller backyards, it can also make our entire cities more biodiverse,\" according to Dr Fuller. \"The study shows that we should hold on to our green spaces instead of clearing them for sprawling development.\"\nThis is the first time science has modeled the effects of different urban growth strategies on birds, the researchers say. \"Statistical models like these are important because they help us to understand the ecological consequences of a particular decision,\" says Dr Fuller.\n\n<question>:\nWhere does the passage probably come from?\n\n<options>:\nA A news report.\nB A travel guide.\nC A health magazine.\nD A history book.\n\n<answer>:\n",
"assistant": "A"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nOfficials of the Chicago Transit Authority said they were investigating. The child, Nicole Hobson, was being taken by her mother to Children's Memorial Hospital about 11 P. M., Wednesday to check her recently inserted pacemaker.\nThe child was stricken about a mile from the hospital. Her mother, May Hobson, 40, said, \"I told the bus driver that my baby had just had heart operation and that she was having a heart failure. He said he couldn't go through the traffic.\"\nTed Garretson, 28, a passenger who had tried to bring back Nicole's life, said the driver did nothing to help and stopped once to pick up more passengers.\nWhen the driver reached a corner where he was to make a turn, a block from the hospital, he told Mrs. Hobson to get off, she said.\nA transit spokesman said the driver should have made radio call to the control center for help.\n\n<question>:\nA pacemaker is _ .\n\n<options>:\nA a musical instrument\nB a machine\nC an organ\nD a toy car\n\n<answer>:\n",
"assistant": "B"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nOfficials of the Chicago Transit Authority said they were investigating. The child, Nicole Hobson, was being taken by her mother to Children's Memorial Hospital about 11 P. M., Wednesday to check her recently inserted pacemaker.\nThe child was stricken about a mile from the hospital. Her mother, May Hobson, 40, said, \"I told the bus driver that my baby had just had heart operation and that she was having a heart failure. He said he couldn't go through the traffic.\"\nTed Garretson, 28, a passenger who had tried to bring back Nicole's life, said the driver did nothing to help and stopped once to pick up more passengers.\nWhen the driver reached a corner where he was to make a turn, a block from the hospital, he told Mrs. Hobson to get off, she said.\nA transit spokesman said the driver should have made radio call to the control center for help.\n\n<question>:\nWhich of the following statements is NOT true?\n\n<options>:\nA The bus driver stopped to pick up more passengers.\nB The bus driver said he couldn't go through the traffic.\nC The bus driver did nothing to help.\nD The bus driver sent the girl to the hospital.\n\n<answer>:\n",
"assistant": "D"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nOfficials of the Chicago Transit Authority said they were investigating. The child, Nicole Hobson, was being taken by her mother to Children's Memorial Hospital about 11 P. M., Wednesday to check her recently inserted pacemaker.\nThe child was stricken about a mile from the hospital. Her mother, May Hobson, 40, said, \"I told the bus driver that my baby had just had heart operation and that she was having a heart failure. He said he couldn't go through the traffic.\"\nTed Garretson, 28, a passenger who had tried to bring back Nicole's life, said the driver did nothing to help and stopped once to pick up more passengers.\nWhen the driver reached a corner where he was to make a turn, a block from the hospital, he told Mrs. Hobson to get off, she said.\nA transit spokesman said the driver should have made radio call to the control center for help.\n\n<question>:\nWhat can we conclude from the report?\n\n<options>:\nA The driver was sticking to the traffic regulations.\nB Nobody on the bus was willing to help the child.\nC The bus driver was warm hearted.\nD The child could have been saved.\n\n<answer>:\n",
"assistant": "D"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nWe spend lots of our lives in the school, getting knowledge, developing ourselves and growing up. It is so important that the school provides a pleasant environment. So all the students must do the following:\nIn the Classrooms\nAll classes must have a duty book.\nClassrooms must be clean and tidy. Waste paper baskets should be emptied before the first lesson every morning.\nAll students are to make sure that the classrooms stay clean and tidy all the day.\nThe class cabinets are strictly for keeping things for the class. No personal things are kept in the class cabinets.\nEach class is to provide their own batteries for the clock in the classroom.\nClass Signs\nClass signs are put up for your teachers and your parents to easily find you. So please take good care of them.\nSchool Toilets\nFor good hygiene and convenience of all, please keep our toilets dry and clean.\nAlways clean them with water after use and wash your hands after that. Do not waste paper. The school can only provide paper in a month. Please use the school toilets as you use the toilet in your own home.\n\n<question>:\nThe students should _ .\n\n<options>:\nA have a duty book each\nB keep the classroom clean and tidy\nC empty the waste paper basket after each lesson\nD put personal things in the class cabinets\n\n<answer>:\n",
"assistant": "B"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nWe spend lots of our lives in the school, getting knowledge, developing ourselves and growing up. It is so important that the school provides a pleasant environment. So all the students must do the following:\nIn the Classrooms\nAll classes must have a duty book.\nClassrooms must be clean and tidy. Waste paper baskets should be emptied before the first lesson every morning.\nAll students are to make sure that the classrooms stay clean and tidy all the day.\nThe class cabinets are strictly for keeping things for the class. No personal things are kept in the class cabinets.\nEach class is to provide their own batteries for the clock in the classroom.\nClass Signs\nClass signs are put up for your teachers and your parents to easily find you. So please take good care of them.\nSchool Toilets\nFor good hygiene and convenience of all, please keep our toilets dry and clean.\nAlways clean them with water after use and wash your hands after that. Do not waste paper. The school can only provide paper in a month. Please use the school toilets as you use the toilet in your own home.\n\n<question>:\nAfter the students use the toilets, they should _ .\n\n<options>:\nA keep them wet all the time\nB use paper provided by themselves\nC leave some money for it\nD clean them and wash their hands\n\n<answer>:\n",
"assistant": "D"
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{
"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nWe spend lots of our lives in the school, getting knowledge, developing ourselves and growing up. It is so important that the school provides a pleasant environment. So all the students must do the following:\nIn the Classrooms\nAll classes must have a duty book.\nClassrooms must be clean and tidy. Waste paper baskets should be emptied before the first lesson every morning.\nAll students are to make sure that the classrooms stay clean and tidy all the day.\nThe class cabinets are strictly for keeping things for the class. No personal things are kept in the class cabinets.\nEach class is to provide their own batteries for the clock in the classroom.\nClass Signs\nClass signs are put up for your teachers and your parents to easily find you. So please take good care of them.\nSchool Toilets\nFor good hygiene and convenience of all, please keep our toilets dry and clean.\nAlways clean them with water after use and wash your hands after that. Do not waste paper. The school can only provide paper in a month. Please use the school toilets as you use the toilet in your own home.\n\n<question>:\nThe possible title of the passage is \" _ \".\n\n<options>:\nA Classroom rules\nB Protect the school signs\nC School rules\nD Make the school toilets clean\n\n<answer>:\n",
"assistant": "C"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nPGL kids everywhere, will tell you that we are the best when it comes to thrills, challenges and adventures - all rolled into one fantastic holiday! Children leave PGL with loads of more friends and interests and feel more confident - they'll be counting the days until their next PGL holiday! For childcare voucher information, please click here.\nClimbing Adventure\nThis holiday will teach you how to independently climb! At the end of the week you'll get to use all your new skills when you visit a local cliff for some outdoor crag climbing. We make the best use of all our activities including Climbing, Abseiling, Trapeze, Zip Wire and Jacob's Ladder to teach you all the right rope work and climbing skills. Throughout the holiday you will work towards the National Indoor Climbing Achievement Scheme and by the end of the holiday you will have achieved Level 2.\nCook's Academy\nOur brand new holiday for 2013! Come along and learn how to cook with a top chef! Whether you've never cooked before or are a bit of a pro, this holiday will have you cooking a variety of tasty dishes and treats. No experience is required as our professional chef will pass on their knowledge so you can develop from any level of experience. What's more, you'll get your very own recipe book containing everything you've learnt and will be able to take a dish home to impress your friends and family.\nDance\nThis holiday is an excellent opportunity to try loads of different dance styles. You'll spend half of each day learning different types of dance, everything from salsa to ballroom dancing and street dance to jive. Throughout the week your instructors will give you lots of tips and advice as well as helping you prepare a dance routine to impress your friends when you perform at the end of the week.\nFilm Making\nYou and your group will be able to choose what type of film to make - adventure, fantasy, thriller or comedy and then you'll become a film crew, creating your own blockbuster ready to show to everyone else at the end of the week. You will find out what's involved in directing a movie and have the chance to edit your film using professional editing software. What's more, you'll have your film on DVD to take home with you too!\n\n<question>:\nWhich is the new PGL holiday for 2013?\n\n<options>:\nA Film Making.\nB Dance.\nC Climbing Adventure.\nD Cook's Academy.\n\n<answer>:\n",
"assistant": "D"
}
] |
2,390
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[
{
"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nPGL kids everywhere, will tell you that we are the best when it comes to thrills, challenges and adventures - all rolled into one fantastic holiday! Children leave PGL with loads of more friends and interests and feel more confident - they'll be counting the days until their next PGL holiday! For childcare voucher information, please click here.\nClimbing Adventure\nThis holiday will teach you how to independently climb! At the end of the week you'll get to use all your new skills when you visit a local cliff for some outdoor crag climbing. We make the best use of all our activities including Climbing, Abseiling, Trapeze, Zip Wire and Jacob's Ladder to teach you all the right rope work and climbing skills. Throughout the holiday you will work towards the National Indoor Climbing Achievement Scheme and by the end of the holiday you will have achieved Level 2.\nCook's Academy\nOur brand new holiday for 2013! Come along and learn how to cook with a top chef! Whether you've never cooked before or are a bit of a pro, this holiday will have you cooking a variety of tasty dishes and treats. No experience is required as our professional chef will pass on their knowledge so you can develop from any level of experience. What's more, you'll get your very own recipe book containing everything you've learnt and will be able to take a dish home to impress your friends and family.\nDance\nThis holiday is an excellent opportunity to try loads of different dance styles. You'll spend half of each day learning different types of dance, everything from salsa to ballroom dancing and street dance to jive. Throughout the week your instructors will give you lots of tips and advice as well as helping you prepare a dance routine to impress your friends when you perform at the end of the week.\nFilm Making\nYou and your group will be able to choose what type of film to make - adventure, fantasy, thriller or comedy and then you'll become a film crew, creating your own blockbuster ready to show to everyone else at the end of the week. You will find out what's involved in directing a movie and have the chance to edit your film using professional editing software. What's more, you'll have your film on DVD to take home with you too!\n\n<question>:\nWhat will you do during the Climbing Adventure holiday?\n\n<options>:\nA You will go outdoors with your friends to practice climbing.\nB You will visit many local dangerous cliffs.\nC You will learn climbing both indoor and outdoor.\nD You will only learn climbing skills during the holiday.\n\n<answer>:\n",
"assistant": "C"
}
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[
{
"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nPGL kids everywhere, will tell you that we are the best when it comes to thrills, challenges and adventures - all rolled into one fantastic holiday! Children leave PGL with loads of more friends and interests and feel more confident - they'll be counting the days until their next PGL holiday! For childcare voucher information, please click here.\nClimbing Adventure\nThis holiday will teach you how to independently climb! At the end of the week you'll get to use all your new skills when you visit a local cliff for some outdoor crag climbing. We make the best use of all our activities including Climbing, Abseiling, Trapeze, Zip Wire and Jacob's Ladder to teach you all the right rope work and climbing skills. Throughout the holiday you will work towards the National Indoor Climbing Achievement Scheme and by the end of the holiday you will have achieved Level 2.\nCook's Academy\nOur brand new holiday for 2013! Come along and learn how to cook with a top chef! Whether you've never cooked before or are a bit of a pro, this holiday will have you cooking a variety of tasty dishes and treats. No experience is required as our professional chef will pass on their knowledge so you can develop from any level of experience. What's more, you'll get your very own recipe book containing everything you've learnt and will be able to take a dish home to impress your friends and family.\nDance\nThis holiday is an excellent opportunity to try loads of different dance styles. You'll spend half of each day learning different types of dance, everything from salsa to ballroom dancing and street dance to jive. Throughout the week your instructors will give you lots of tips and advice as well as helping you prepare a dance routine to impress your friends when you perform at the end of the week.\nFilm Making\nYou and your group will be able to choose what type of film to make - adventure, fantasy, thriller or comedy and then you'll become a film crew, creating your own blockbuster ready to show to everyone else at the end of the week. You will find out what's involved in directing a movie and have the chance to edit your film using professional editing software. What's more, you'll have your film on DVD to take home with you too!\n\n<question>:\nIn which two holidays can you take something home?\n\n<options>:\nA Climbing Adventure and Cook's Academy\nB Film Making and Climbing Adventure\nC Cook's Academy and Film Making\nD Dance and Film Making\n\n<answer>:\n",
"assistant": "C"
}
] |
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[
{
"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nPGL kids everywhere, will tell you that we are the best when it comes to thrills, challenges and adventures - all rolled into one fantastic holiday! Children leave PGL with loads of more friends and interests and feel more confident - they'll be counting the days until their next PGL holiday! For childcare voucher information, please click here.\nClimbing Adventure\nThis holiday will teach you how to independently climb! At the end of the week you'll get to use all your new skills when you visit a local cliff for some outdoor crag climbing. We make the best use of all our activities including Climbing, Abseiling, Trapeze, Zip Wire and Jacob's Ladder to teach you all the right rope work and climbing skills. Throughout the holiday you will work towards the National Indoor Climbing Achievement Scheme and by the end of the holiday you will have achieved Level 2.\nCook's Academy\nOur brand new holiday for 2013! Come along and learn how to cook with a top chef! Whether you've never cooked before or are a bit of a pro, this holiday will have you cooking a variety of tasty dishes and treats. No experience is required as our professional chef will pass on their knowledge so you can develop from any level of experience. What's more, you'll get your very own recipe book containing everything you've learnt and will be able to take a dish home to impress your friends and family.\nDance\nThis holiday is an excellent opportunity to try loads of different dance styles. You'll spend half of each day learning different types of dance, everything from salsa to ballroom dancing and street dance to jive. Throughout the week your instructors will give you lots of tips and advice as well as helping you prepare a dance routine to impress your friends when you perform at the end of the week.\nFilm Making\nYou and your group will be able to choose what type of film to make - adventure, fantasy, thriller or comedy and then you'll become a film crew, creating your own blockbuster ready to show to everyone else at the end of the week. You will find out what's involved in directing a movie and have the chance to edit your film using professional editing software. What's more, you'll have your film on DVD to take home with you too!\n\n<question>:\nWhich of the following is true according to the passage?\n\n<options>:\nA Parents are looking forward to the next PGL holiday.\nB You need experience when taking Cook's Academy holiday.\nC You will spend every day learning all kinds of dances.\nD You can create your own film in Film Making holiday.\n\n<answer>:\n",
"assistant": "D"
}
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{
"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nSince many of you are planning to study at a college or university in this country, you may be curious to know what you usually do in a typical week, how you can get along with your fellow students, and so on. These are the questions I want to discuss with you today.\nFirst, let's talk about what your weekly schedule will look like. No matter what your major may be, you can expect to spend between four and six hours a week for each class attending lectures. Lectures are usually in very large rooms because some courses such as introduction to sociology or economics often have as many as two or three hundred students, especially at large universities. In lectures, it's very important for you to take notes on what the professor says because the information a lecture is often different from the information in your textbooks. Also, you can expect to have exam questions based on the lectures. So it isn't enough to just read your textbooks; you have to attend lectures as well. In a typical week you will also have a couple of hours of discussion for every class you take. The discussion section is a small group meeting usually with fewer than thirty students where you can ask questions about the lectures, the reading, and the homework. In large universities, graduate students, called teaching assistants, usually direct discussion sections.\nIf your major is chemistry, or physics, or another science, you'll also have to spend several hours a week in the lab, or laboratory, doing experiments. This means that science majors spend more time in the classroom than non science majors do. On the other hand, people who major in subjects like literature or history usually have to read and write more than science majors do.\n\n<question>:\nThe main purpose of this text is _ .\n\n<options>:\nA to persuade the students to attend lectures\nB to encourage the students to take part in discussions\nC to advise the students to choose proper majors\nD to help the students to learn about university life.\n\n<answer>:\n",
"assistant": "D"
}
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[
{
"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nSince many of you are planning to study at a college or university in this country, you may be curious to know what you usually do in a typical week, how you can get along with your fellow students, and so on. These are the questions I want to discuss with you today.\nFirst, let's talk about what your weekly schedule will look like. No matter what your major may be, you can expect to spend between four and six hours a week for each class attending lectures. Lectures are usually in very large rooms because some courses such as introduction to sociology or economics often have as many as two or three hundred students, especially at large universities. In lectures, it's very important for you to take notes on what the professor says because the information a lecture is often different from the information in your textbooks. Also, you can expect to have exam questions based on the lectures. So it isn't enough to just read your textbooks; you have to attend lectures as well. In a typical week you will also have a couple of hours of discussion for every class you take. The discussion section is a small group meeting usually with fewer than thirty students where you can ask questions about the lectures, the reading, and the homework. In large universities, graduate students, called teaching assistants, usually direct discussion sections.\nIf your major is chemistry, or physics, or another science, you'll also have to spend several hours a week in the lab, or laboratory, doing experiments. This means that science majors spend more time in the classroom than non science majors do. On the other hand, people who major in subjects like literature or history usually have to read and write more than science majors do.\n\n<question>:\nWe can learn from the passage that university professors _ .\n\n<options>:\nA spend about 5 hours on lectures each week\nB must join the students in the discussion sections\nC require the students to read beyond the textbooks\nD prefer to use textbooks in their lectures\n\n<answer>:\n",
"assistant": "C"
}
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[
{
"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nSince many of you are planning to study at a college or university in this country, you may be curious to know what you usually do in a typical week, how you can get along with your fellow students, and so on. These are the questions I want to discuss with you today.\nFirst, let's talk about what your weekly schedule will look like. No matter what your major may be, you can expect to spend between four and six hours a week for each class attending lectures. Lectures are usually in very large rooms because some courses such as introduction to sociology or economics often have as many as two or three hundred students, especially at large universities. In lectures, it's very important for you to take notes on what the professor says because the information a lecture is often different from the information in your textbooks. Also, you can expect to have exam questions based on the lectures. So it isn't enough to just read your textbooks; you have to attend lectures as well. In a typical week you will also have a couple of hours of discussion for every class you take. The discussion section is a small group meeting usually with fewer than thirty students where you can ask questions about the lectures, the reading, and the homework. In large universities, graduate students, called teaching assistants, usually direct discussion sections.\nIf your major is chemistry, or physics, or another science, you'll also have to spend several hours a week in the lab, or laboratory, doing experiments. This means that science majors spend more time in the classroom than non science majors do. On the other hand, people who major in subjects like literature or history usually have to read and write more than science majors do.\n\n<question>:\nA discussion section does NOT include _ .\n\n<options>:\nA talking over what the students have read about the courses\nB working under the guidance of university professors\nC discussing the problems related to the students' homework\nD raising questions about what a professor has said in a lecture\n\n<answer>:\n",
"assistant": "B"
}
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{
"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nSince many of you are planning to study at a college or university in this country, you may be curious to know what you usually do in a typical week, how you can get along with your fellow students, and so on. These are the questions I want to discuss with you today.\nFirst, let's talk about what your weekly schedule will look like. No matter what your major may be, you can expect to spend between four and six hours a week for each class attending lectures. Lectures are usually in very large rooms because some courses such as introduction to sociology or economics often have as many as two or three hundred students, especially at large universities. In lectures, it's very important for you to take notes on what the professor says because the information a lecture is often different from the information in your textbooks. Also, you can expect to have exam questions based on the lectures. So it isn't enough to just read your textbooks; you have to attend lectures as well. In a typical week you will also have a couple of hours of discussion for every class you take. The discussion section is a small group meeting usually with fewer than thirty students where you can ask questions about the lectures, the reading, and the homework. In large universities, graduate students, called teaching assistants, usually direct discussion sections.\nIf your major is chemistry, or physics, or another science, you'll also have to spend several hours a week in the lab, or laboratory, doing experiments. This means that science majors spend more time in the classroom than non science majors do. On the other hand, people who major in subjects like literature or history usually have to read and write more than science majors do.\n\n<question>:\nAccording to the author, science majors _ .\n\n<options>:\nA read and write less than non science majors\nB have to work harder than non science majors\nC spend less time on their studies than non science majors\nD consider experiments more important than discussions\n\n<answer>:\n",
"assistant": "A"
}
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{
"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nWhen people talk of a virus these days, chances are that they are talking about computer virus that have the power wipe out all the valuable work people may have stored in their computers. Imagine, the virus has the power to make military systems, giant banks, airports, hospitals and traffic system come to stop!\nWhat does a computer virus do? It targets electronic objects that are programmed. The virus spreads through connections between these electronic objects. For virus spreading experts, e-mail is a favorite method of sending their destructive weapon.\nBut scientists warn that this is not the worst that can happen. There is more. People are also connected through phones. The next virus may actually target mobile phones, especially those that are programmed to do many tasks apart from just communicating. It would then be easy for a virus to infect those programs and create major disorder.\nFor example, these virus may have the power to record your phone conversations and make others hear them. They create problems with your electronic money accounts, or they could create a mountain of telephone bills for calls you never made. And that would be a disaster. A report on this was published in the New Scientist recently.\nOne way out would be to have simpler phones with not so many different functions. This would mean there would mean there would be fewer programs for the virus to attack. But mobile phone producers are _ . People on longer want an electronic item to perform just one task. They want more and more functions added. That would mean more software programs to make the mobile phone perform all those functions. And that means the possibility of more viruses.\n\n<question>:\nIt can be inferred from the passage that _ .\n\n<options>:\nA computer viruses are not so as destructive as mobile phone viruses\nB people should be careful when receiving e-mails\nC people find it difficult to use electronic equipment correctly\nD having electronic money accounts brings people a lot of convenience\n\n<answer>:\n",
"assistant": "B"
}
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[
{
"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nWhen people talk of a virus these days, chances are that they are talking about computer virus that have the power wipe out all the valuable work people may have stored in their computers. Imagine, the virus has the power to make military systems, giant banks, airports, hospitals and traffic system come to stop!\nWhat does a computer virus do? It targets electronic objects that are programmed. The virus spreads through connections between these electronic objects. For virus spreading experts, e-mail is a favorite method of sending their destructive weapon.\nBut scientists warn that this is not the worst that can happen. There is more. People are also connected through phones. The next virus may actually target mobile phones, especially those that are programmed to do many tasks apart from just communicating. It would then be easy for a virus to infect those programs and create major disorder.\nFor example, these virus may have the power to record your phone conversations and make others hear them. They create problems with your electronic money accounts, or they could create a mountain of telephone bills for calls you never made. And that would be a disaster. A report on this was published in the New Scientist recently.\nOne way out would be to have simpler phones with not so many different functions. This would mean there would mean there would be fewer programs for the virus to attack. But mobile phone producers are _ . People on longer want an electronic item to perform just one task. They want more and more functions added. That would mean more software programs to make the mobile phone perform all those functions. And that means the possibility of more viruses.\n\n<question>:\nWhich of the following shows that your mobile phone is infected with a virus?\n\n<options>:\nA You can't hear the person who answers the phone clearly\nB You can't send e-mails with your mobile phone\nC your phone bill increases for unknown reasons\nD You can hear other people's phone conversations\n\n<answer>:\n",
"assistant": "C"
}
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[
{
"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nWhen people talk of a virus these days, chances are that they are talking about computer virus that have the power wipe out all the valuable work people may have stored in their computers. Imagine, the virus has the power to make military systems, giant banks, airports, hospitals and traffic system come to stop!\nWhat does a computer virus do? It targets electronic objects that are programmed. The virus spreads through connections between these electronic objects. For virus spreading experts, e-mail is a favorite method of sending their destructive weapon.\nBut scientists warn that this is not the worst that can happen. There is more. People are also connected through phones. The next virus may actually target mobile phones, especially those that are programmed to do many tasks apart from just communicating. It would then be easy for a virus to infect those programs and create major disorder.\nFor example, these virus may have the power to record your phone conversations and make others hear them. They create problems with your electronic money accounts, or they could create a mountain of telephone bills for calls you never made. And that would be a disaster. A report on this was published in the New Scientist recently.\nOne way out would be to have simpler phones with not so many different functions. This would mean there would mean there would be fewer programs for the virus to attack. But mobile phone producers are _ . People on longer want an electronic item to perform just one task. They want more and more functions added. That would mean more software programs to make the mobile phone perform all those functions. And that means the possibility of more viruses.\n\n<question>:\nFor whom is the passage written?\n\n<options>:\nA Government officials\nB Virus spreading experts\nC Electronic scientists\nD Mobile phone users\n\n<answer>:\n",
"assistant": "D"
}
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{
"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nThe Los Angeles Zoo has many public programs that aim to teach the public about animals and natural protection.\nSafari shuttle \nWhile you're here, take the Safari shuttle for a quick trip from one end of the Zoo to the other.\nAll day long, seven days a week (from 10 am to 5 pm), the Safari Shuttle picks up passengers, circles the Zoo, and returns to the main flamingo exhibit near the front entrance. You can get on and off the shuttle as often as you like.\nFood\nSafari Cafe (at the Zoo entrance) offers Starbucks coffee, fresh-baked cookies, and ice cream. Gorilla Grill is the spot for toasted food, kids' meals, snacks, and ice cream. La Casita serves a variety of Mexican food and refreshments . Silverback's Cafe offers sandwiches, salads, bread bowls, cold beer, and refreshments.\nHour\nThe Zoo is open from 10 am to 5 pm every day of the year except Christmas Day. Special summer long hours are until 6 pm. from July 1 to September 7. Please remember, the Zoo starts putting animals in for the night at 4 pm during regular hours, and at 5 pm. during summer hours.\nAdmission Prices \nAdults (aged 13 and above): $ 9\nSeniors (aged 62 and above): $ 6\nChildren (aged 2 to 12): $ 4\nChildren (under 2): free\nItems Not Allowed on Zoo Grounds\nAlcohol, Glass bottles, Pets, Bicycles, Skateboards, and In-line skate.\nIf you are planning a picnic while visiting the Zoo, please do not bring any glass items or other things that are easy to break. Also for the safety of the animals, no plastic bags are allowed within the Zoo.\n\n<question>:\nWhich of the following provides kids' meals?\n\n<options>:\nA Safari Cafe.\nB Gorilla Grill.\nC La Casita.\nD Silverback's Cafe.\n\n<answer>:\n",
"assistant": "B"
}
] |
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