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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>:\nHistorians usually just study great things that happened in the past time, but Drew Faust has made history! On February 11, 2007, Faust was named president of Harvard University.She is the first woman to hold the position in the school's 371-year history.\n\"I am a historian,\" she said.\"I've spent a lot of time thinking about the past, and about how it shapes the future.No university in the country, perhaps the world, has as remarkable a past as Harvard's.\"\n\"And our common enterprise is to make Harvard's future even more remarkable than its past.That will mean recognizing and building on what we already do well.It will also mean recognizing what we don't do as well as we should, and not being satisfied until we find ways to do better.\"\nIt is her great desire for improvement and willingness to try out new ideas that have given Drew success in a world controlled by men.\"This is a man's world, my girl, and the sooner you learn that, the better off you'll be.\" Drew Faust recalls her mother telling her this when she was young, but she didn't _ it.\nFaust grew up in a well-off family in Virginia's Shenandoah Valley in the 1950s.Even then, she was a trailblazer .A conversation with her family's black handyman and driver inspired her to write a letter, on school notebook paper, to President Dwight Eisenhower.\nShe asked that he help bring US citizens together in the south, a much divided part of the country at the time.\n\"Drew Faust is a historian with her eyes on the future,\" said Susan Graham, a professor of Harvard.Many of the university's schools said that they believe Harvard will have a brighter future under the leadership of Drew Faust.\n\n<question>:\nWhat did her mother mean by saying \"This is a man's world, my girl...\"?\n\n<options>:\nA To encourage her to do man's work.\nB To tell her to do things as a girl should do.\nC To ask her to be well-off.\nD To expect her to be a historian.\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>:\nHistorians usually just study great things that happened in the past time, but Drew Faust has made history! On February 11, 2007, Faust was named president of Harvard University.She is the first woman to hold the position in the school's 371-year history.\n\"I am a historian,\" she said.\"I've spent a lot of time thinking about the past, and about how it shapes the future.No university in the country, perhaps the world, has as remarkable a past as Harvard's.\"\n\"And our common enterprise is to make Harvard's future even more remarkable than its past.That will mean recognizing and building on what we already do well.It will also mean recognizing what we don't do as well as we should, and not being satisfied until we find ways to do better.\"\nIt is her great desire for improvement and willingness to try out new ideas that have given Drew success in a world controlled by men.\"This is a man's world, my girl, and the sooner you learn that, the better off you'll be.\" Drew Faust recalls her mother telling her this when she was young, but she didn't _ it.\nFaust grew up in a well-off family in Virginia's Shenandoah Valley in the 1950s.Even then, she was a trailblazer .A conversation with her family's black handyman and driver inspired her to write a letter, on school notebook paper, to President Dwight Eisenhower.\nShe asked that he help bring US citizens together in the south, a much divided part of the country at the time.\n\"Drew Faust is a historian with her eyes on the future,\" said Susan Graham, a professor of Harvard.Many of the university's schools said that they believe Harvard will have a brighter future under the leadership of Drew Faust.\n\n<question>:\nWhich of the following is true according to the passage?\n\n<options>:\nA Faust was born in the north of the US.\nB She wrote a letter to President Eisenhower when she became president of Harvard.\nC Faust's desire for improvement and willingness to try out new ideas has given her success.\nD Historians just care about great things that happened in the past.\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>:\nOften we take for granted the many household items we use every day. It is difficult to imagine there was a time in the past when these inventions did not exist. Actually, several of the most common inventions have been with us for quite some time. Inventions like toothbrush, contact lenses , and credit cards came into use long ago.\nThe first toothbrush was introduced in China in the late 1400s but it was only 300 years later that this simple tool came into common use in Europe. By the nineteenth century, a variety of paste and powder cleaners were available throughout Europe as dental care became more widespread. The first tube of toothpaste hit the market in Great Britain in 1891.\nThere is evidence to show that the first contact lenses were actually suggested by an astronomer, Sir John Herschel, in 1827. However, SirJohn Herschel was never able to create a working model of his idea. It was not until 1887 that a Swiss doctor from Zurich, Dr. Eugen Frick, came up with a workable process for producing precision lenses. Dr. Frick designed a new method for producing contact lenses,and the Zeiss factory in Germany began to produce contact lenses.\nCredit cards have also been available for many years. They have been in use in the United States since the 1920s. At first, these cards were only used to buy gas in the quickly growing automobile service industry. Then, in the 1950s, Diners Club introduced the first general-purpose credit card. Today, credit cards such as Master Card, Visa, and American Express are commonly used by travelers around the world.\nWhile it may be true that some of the greatest inventions and discoveries in history came about by chance, the majority of inventions that simplify our lives today came about through careful research and patient study. Of course, it still holds true that even with all the comforts of modern technology, inventors continue to search for ways of helping all of us get out of doing those necessary but tedious tasks which we still face. As the old saying goes, \"Necessity is the mother of invention.\"\n\n<question>:\nAll of the following made a contribution to the invention and use of contact lenses EXCEPT _ .\n\n<options>:\nA Diners Club\nB Sir John Herschel\nC Dr Eugen Frick\nD the Zeiss factory\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>:\nA four-year study of 200 college students found that those who drink heavily and started drinking at an early age demonstrate poor decision-making skills, just like long-term, chronic alcoholics. Researchers at the University of Missouri-Columbia believe early onset binge drinking negatively affects psychological development.\nThe researches examined college students between the ages of 18 and 22. After three years, they tested them using the Iowa Gambling Test, which measures the tendency to make immediate (disadvantageous) or long-term (advantageous) choices.\nBased on the students' reported drinking habits, they were grouped into four categories: low binge drinkers, moderate binge drinkers, increasing binge drinkers and stable or high binge drinkers.\n\"Students in the stable or high alcohol use category, who had longer histories of binge drinking, made riskier and less advantageous choices, which reflect problems associated with planning for the future,\" the researchers reported.\nThe study also found that only students who started binge drinking when they were younger showed impairment on the task.\n\"There is reason to think that heavy binge drinking during adolescence, when the brain is still rapidly developing, may have some negative legacy on psychological development,\" said Kenneth J. Sher of MU's Midwest Alcoholism Research Center in a news release. \"The interesting thing is that if we were to just look at binge drinkers and how impaired they are in the decision-making process as juniors, we'd really be obscuring the important issue, which is how long they've been binge drinkers and / or how early they started.\"\n\n<question>:\nWhat does the passage mainly tell us?\n\n<options>:\nA Four categories of heavy drinkers.\nB Heavy drinking affects college students.\nC Early onset binge drinkers are poor at decision-making.\nD People drinking at an early age will develop into binge drinkers.\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>:\nA four-year study of 200 college students found that those who drink heavily and started drinking at an early age demonstrate poor decision-making skills, just like long-term, chronic alcoholics. Researchers at the University of Missouri-Columbia believe early onset binge drinking negatively affects psychological development.\nThe researches examined college students between the ages of 18 and 22. After three years, they tested them using the Iowa Gambling Test, which measures the tendency to make immediate (disadvantageous) or long-term (advantageous) choices.\nBased on the students' reported drinking habits, they were grouped into four categories: low binge drinkers, moderate binge drinkers, increasing binge drinkers and stable or high binge drinkers.\n\"Students in the stable or high alcohol use category, who had longer histories of binge drinking, made riskier and less advantageous choices, which reflect problems associated with planning for the future,\" the researchers reported.\nThe study also found that only students who started binge drinking when they were younger showed impairment on the task.\n\"There is reason to think that heavy binge drinking during adolescence, when the brain is still rapidly developing, may have some negative legacy on psychological development,\" said Kenneth J. Sher of MU's Midwest Alcoholism Research Center in a news release. \"The interesting thing is that if we were to just look at binge drinkers and how impaired they are in the decision-making process as juniors, we'd really be obscuring the important issue, which is how long they've been binge drinkers and / or how early they started.\"\n\n<question>:\nWhich category would make the most disadvantageous choice?\n\n<options>:\nA Low binge drinkers\nB moderate binge drinkers\nC Increasing binge drinkers\nD Stable binge drinkers\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>:\nA four-year study of 200 college students found that those who drink heavily and started drinking at an early age demonstrate poor decision-making skills, just like long-term, chronic alcoholics. Researchers at the University of Missouri-Columbia believe early onset binge drinking negatively affects psychological development.\nThe researches examined college students between the ages of 18 and 22. After three years, they tested them using the Iowa Gambling Test, which measures the tendency to make immediate (disadvantageous) or long-term (advantageous) choices.\nBased on the students' reported drinking habits, they were grouped into four categories: low binge drinkers, moderate binge drinkers, increasing binge drinkers and stable or high binge drinkers.\n\"Students in the stable or high alcohol use category, who had longer histories of binge drinking, made riskier and less advantageous choices, which reflect problems associated with planning for the future,\" the researchers reported.\nThe study also found that only students who started binge drinking when they were younger showed impairment on the task.\n\"There is reason to think that heavy binge drinking during adolescence, when the brain is still rapidly developing, may have some negative legacy on psychological development,\" said Kenneth J. Sher of MU's Midwest Alcoholism Research Center in a news release. \"The interesting thing is that if we were to just look at binge drinkers and how impaired they are in the decision-making process as juniors, we'd really be obscuring the important issue, which is how long they've been binge drinkers and / or how early they started.\"\n\n<question>:\nEarly onset binge drinking negatively affects psychological development because _ .\n\n<options>:\nA adolescent students were not suitable for drinking\nB drinking too much will slow the growth of the brain\nC the brain has not fully developed during adolescence\nD drinking will make the students make dangerous choices\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>:\nA four-year study of 200 college students found that those who drink heavily and started drinking at an early age demonstrate poor decision-making skills, just like long-term, chronic alcoholics. Researchers at the University of Missouri-Columbia believe early onset binge drinking negatively affects psychological development.\nThe researches examined college students between the ages of 18 and 22. After three years, they tested them using the Iowa Gambling Test, which measures the tendency to make immediate (disadvantageous) or long-term (advantageous) choices.\nBased on the students' reported drinking habits, they were grouped into four categories: low binge drinkers, moderate binge drinkers, increasing binge drinkers and stable or high binge drinkers.\n\"Students in the stable or high alcohol use category, who had longer histories of binge drinking, made riskier and less advantageous choices, which reflect problems associated with planning for the future,\" the researchers reported.\nThe study also found that only students who started binge drinking when they were younger showed impairment on the task.\n\"There is reason to think that heavy binge drinking during adolescence, when the brain is still rapidly developing, may have some negative legacy on psychological development,\" said Kenneth J. Sher of MU's Midwest Alcoholism Research Center in a news release. \"The interesting thing is that if we were to just look at binge drinkers and how impaired they are in the decision-making process as juniors, we'd really be obscuring the important issue, which is how long they've been binge drinkers and / or how early they started.\"\n\n<question>:\nWhat Kenneth J. Sher says suggests that _ .\n\n<options>:\nA he is quite clear about what the important issue is\nB if binger drinkers started late, there would be no bad effect\nC the important issue is how impaired the students are in decision-making\nD only early binge drinkers will have their decision-making ability affected\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>:\nElderly adults who regularly drink green tea may stay more agile and independent than their peers over time, according to a Japanese study that covered thousands of people.\nGreen tea contains antioxidant chemicals that may help stop the cell damage that can lead to disease. Researchers have been studying green tea's effect on everything from cholesterol to the risk of certain cancers, with mixed results so far.\nThey found those who drank the most green tea were the least likely to develop \"functional disability\", or problems with daily activities or basic needs, such as dressing or bathing.\nSpecifically, almost 13 percent of adults who drank less than a cup of green tea per day became functionally disabled, compared with just over 7 percent of people who drank at least five cups a day.\nThe study did not prove that green tea alone kept people agile as they grew older. Green-tea lovers generally had healthier diets, including more fish, vegetables and fruit, as well as more education, lower smoking rates, fewer heart attacks and strokes, and greater mental sharpness. They also tended to be more socially active and have more friends and family to rely on. But even with those factors accounted for, green tea itself was tied to a lower disability risk, the researchers said.\nPeople who drank at least five cups a day were one-third less likely to develop disabilities than those who had less than a cup per day. Those people who averaged three or four cups a day had a 25 percent lower risk.\nAlthough it's not clear how green tea might offer a buffer against disability, Tomata's team did note that one recent study found green tea extracts seem to increase leg muscle strength in older women.\nWhile green tea and its extracts are considered safe in small amounts, they do contain caffeine and small amounts of vitamin K, which means it could affect drugs that prevent blood clotting .\n\n<question>:\nWhat can be learned from the passage?\n\n<options>:\nA Antioxidant chemicals can lead to disease.\nB Those who often drank green tea can't develop \"functional disability\".\nC \"Functional disability\" is related to problems with daily activities or basic needs.\nD People who drank at least five cups a day are not likely to become functionally disabled.\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>:\nElderly adults who regularly drink green tea may stay more agile and independent than their peers over time, according to a Japanese study that covered thousands of people.\nGreen tea contains antioxidant chemicals that may help stop the cell damage that can lead to disease. Researchers have been studying green tea's effect on everything from cholesterol to the risk of certain cancers, with mixed results so far.\nThey found those who drank the most green tea were the least likely to develop \"functional disability\", or problems with daily activities or basic needs, such as dressing or bathing.\nSpecifically, almost 13 percent of adults who drank less than a cup of green tea per day became functionally disabled, compared with just over 7 percent of people who drank at least five cups a day.\nThe study did not prove that green tea alone kept people agile as they grew older. Green-tea lovers generally had healthier diets, including more fish, vegetables and fruit, as well as more education, lower smoking rates, fewer heart attacks and strokes, and greater mental sharpness. They also tended to be more socially active and have more friends and family to rely on. But even with those factors accounted for, green tea itself was tied to a lower disability risk, the researchers said.\nPeople who drank at least five cups a day were one-third less likely to develop disabilities than those who had less than a cup per day. Those people who averaged three or four cups a day had a 25 percent lower risk.\nAlthough it's not clear how green tea might offer a buffer against disability, Tomata's team did note that one recent study found green tea extracts seem to increase leg muscle strength in older women.\nWhile green tea and its extracts are considered safe in small amounts, they do contain caffeine and small amounts of vitamin K, which means it could affect drugs that prevent blood clotting .\n\n<question>:\nWhat have the Researchers discovered?\n\n<options>:\nA Those who drank green tea can't develop \"functional disability\".\nB Green tea alone kept people agile as they grew older.\nC How green tea might offer a buffer against disability.\nD Green tea extracts seem to increase leg muscle strength in older women.\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>:\nEars are for hearing -- everyone knows that. But for a creature called the Cuvier's beaked whale, hearing starts in the throat, a new study found. \nThe observation might help explain how all whales hear. The work might also help scientists understand how animals are affected by underwater sonar . This sonar, used by some ships, sends out sound waves to locate underwater objects. \nThe Cuvier's beaked whale is a so-called toothed whale. Toothed whales dive deep into the ocean in search of food. As the whales hunt, they produce sounds that reach objects and then return to the whales. This allows the animals to \"see\" the shape, size, and location of objects, even when they're 1,000 meters under the sea, where it is totally dark. \nTo better understand how the whale hears, researchers from San Diego State University in California took X-rays of two Cuvier's beaked whales. The whales had died and washed up on the beach. \nTed Cranford and his colleagues used the images to make a computer model of a Cuvier's beaked whale's head. Then, they modeled the process of sound traveling through the head. \nThe researchers knew that some sounds get to the ears of a toothed whale through a structure called \"the window for sound\". Found on the lower jaw, this structure is very thin on the outside and has a large pad of fat on the inside. \nWhen the researchers used their computer model to work out how sound waves travel in the whale's head, they were surprised to find that sounds coming from right in front of the whale actually travel under the animal's jaw. From there, sound waves move through the throat, into a hole in the back of the jaw, and finally to the pad of fat near the animal's ears. \nCranford guesses that other types of whales may hear through their throats. Further testing is needed to be sure. Eventually, the insight into how whales hear might explain whether sonar testing by military ships is causing the animals to wind up on beaches.\n\n<question>:\nToothed whales look for food under the sea by _ .\n\n<options>:\nA watching the shape and size of their objects\nB diving deep into the sea\nC sending and receiving sounds\nD making lots of noises\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>:\nEars are for hearing -- everyone knows that. But for a creature called the Cuvier's beaked whale, hearing starts in the throat, a new study found. \nThe observation might help explain how all whales hear. The work might also help scientists understand how animals are affected by underwater sonar . This sonar, used by some ships, sends out sound waves to locate underwater objects. \nThe Cuvier's beaked whale is a so-called toothed whale. Toothed whales dive deep into the ocean in search of food. As the whales hunt, they produce sounds that reach objects and then return to the whales. This allows the animals to \"see\" the shape, size, and location of objects, even when they're 1,000 meters under the sea, where it is totally dark. \nTo better understand how the whale hears, researchers from San Diego State University in California took X-rays of two Cuvier's beaked whales. The whales had died and washed up on the beach. \nTed Cranford and his colleagues used the images to make a computer model of a Cuvier's beaked whale's head. Then, they modeled the process of sound traveling through the head. \nThe researchers knew that some sounds get to the ears of a toothed whale through a structure called \"the window for sound\". Found on the lower jaw, this structure is very thin on the outside and has a large pad of fat on the inside. \nWhen the researchers used their computer model to work out how sound waves travel in the whale's head, they were surprised to find that sounds coming from right in front of the whale actually travel under the animal's jaw. From there, sound waves move through the throat, into a hole in the back of the jaw, and finally to the pad of fat near the animal's ears. \nCranford guesses that other types of whales may hear through their throats. Further testing is needed to be sure. Eventually, the insight into how whales hear might explain whether sonar testing by military ships is causing the animals to wind up on beaches.\n\n<question>:\nResearchers took X-rays of two Cuvier's beaked whales in order to _ .\n\n<options>:\nA find out why they had died and washed up on the beach\nB make a computer model of a Cuvier's beaked whale's head\nC make sure that sound travels through the head\nD know more about the way the whale hears\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>:\nEars are for hearing -- everyone knows that. But for a creature called the Cuvier's beaked whale, hearing starts in the throat, a new study found. \nThe observation might help explain how all whales hear. The work might also help scientists understand how animals are affected by underwater sonar . This sonar, used by some ships, sends out sound waves to locate underwater objects. \nThe Cuvier's beaked whale is a so-called toothed whale. Toothed whales dive deep into the ocean in search of food. As the whales hunt, they produce sounds that reach objects and then return to the whales. This allows the animals to \"see\" the shape, size, and location of objects, even when they're 1,000 meters under the sea, where it is totally dark. \nTo better understand how the whale hears, researchers from San Diego State University in California took X-rays of two Cuvier's beaked whales. The whales had died and washed up on the beach. \nTed Cranford and his colleagues used the images to make a computer model of a Cuvier's beaked whale's head. Then, they modeled the process of sound traveling through the head. \nThe researchers knew that some sounds get to the ears of a toothed whale through a structure called \"the window for sound\". Found on the lower jaw, this structure is very thin on the outside and has a large pad of fat on the inside. \nWhen the researchers used their computer model to work out how sound waves travel in the whale's head, they were surprised to find that sounds coming from right in front of the whale actually travel under the animal's jaw. From there, sound waves move through the throat, into a hole in the back of the jaw, and finally to the pad of fat near the animal's ears. \nCranford guesses that other types of whales may hear through their throats. Further testing is needed to be sure. Eventually, the insight into how whales hear might explain whether sonar testing by military ships is causing the animals to wind up on beaches.\n\n<question>:\nWhich of the following describes the way taken by sound waves through a Cuvier's beaked whale?\n\n<options>:\nA A hole in the back of the jaw - the ears - the jaw - the throat.\nB The jaw - the throat - a hole in the back of the jaw - the ears.\nC The throat - the jaw - the ears - a hole in the back of the jaw.\nD The ears - the throat - a hole in the back of the jaw - the jaw.\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>:\nEars are for hearing -- everyone knows that. But for a creature called the Cuvier's beaked whale, hearing starts in the throat, a new study found. \nThe observation might help explain how all whales hear. The work might also help scientists understand how animals are affected by underwater sonar . This sonar, used by some ships, sends out sound waves to locate underwater objects. \nThe Cuvier's beaked whale is a so-called toothed whale. Toothed whales dive deep into the ocean in search of food. As the whales hunt, they produce sounds that reach objects and then return to the whales. This allows the animals to \"see\" the shape, size, and location of objects, even when they're 1,000 meters under the sea, where it is totally dark. \nTo better understand how the whale hears, researchers from San Diego State University in California took X-rays of two Cuvier's beaked whales. The whales had died and washed up on the beach. \nTed Cranford and his colleagues used the images to make a computer model of a Cuvier's beaked whale's head. Then, they modeled the process of sound traveling through the head. \nThe researchers knew that some sounds get to the ears of a toothed whale through a structure called \"the window for sound\". Found on the lower jaw, this structure is very thin on the outside and has a large pad of fat on the inside. \nWhen the researchers used their computer model to work out how sound waves travel in the whale's head, they were surprised to find that sounds coming from right in front of the whale actually travel under the animal's jaw. From there, sound waves move through the throat, into a hole in the back of the jaw, and finally to the pad of fat near the animal's ears. \nCranford guesses that other types of whales may hear through their throats. Further testing is needed to be sure. Eventually, the insight into how whales hear might explain whether sonar testing by military ships is causing the animals to wind up on beaches.\n\n<question>:\nWhat can be inferred from the last sentence of the passage?\n\n<options>:\nA Ears are useless to the Cuvier's beaked whale.\nB Military ships send out sounds like a Cuvier's beaked whale.\nC The whale's unusual acts have nothing to do with human activities.\nD Further research might show human activities can influence whale's activities.\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>:\nGoing back to school is a very exciting event for my two boys. It means getting new school bags and books, and seeing friends again after the summer holiday.\nMy oldest son, 9-year-old Salem, asked me several times where we would go to buy a backpack, while my other son, 6-year-old Abdullah, asked what school would be like this year.\nFor the last three years, school was a nightmare for many children and their parents as violence increased and there were more attacks on schools and teachers. As a result, many parents prevented their children from going to school. One of six children in this country did not attend primary school in 2009. Many kids who did attend school were accompanied by a parent for the entire day to make sure nothing happened to their children.\nFor poor families or those with large families, back to school can be an expensive time. The government gives some help to those living in poor neighborhoods, and school bags, note books and other items are given for free.\nMost of the merchants who sell notebooks and pens now sell their products out on the street instead of in stores. They sit on the ground and lay their items on the ground or they have a small table to sell their goods.\nThe bags cost between $10 and $20, while clothes and shoes cost between $20 and $30. I found all the things I needed for my sons and even bought something for myself. I spent about $50 on each of them, including school uniforms.\nAt the end of the day, we returned to our home carrying many shopping bags filled with items that made my children happy and excited to go back to school. I just hope this school year will be a peaceful one.\n\n<question>:\nThe author's children are _ to go to school.\n\n<options>:\nA eager\nB afraid\nC unwilling\nD surprised\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>:\nGoing back to school is a very exciting event for my two boys. It means getting new school bags and books, and seeing friends again after the summer holiday.\nMy oldest son, 9-year-old Salem, asked me several times where we would go to buy a backpack, while my other son, 6-year-old Abdullah, asked what school would be like this year.\nFor the last three years, school was a nightmare for many children and their parents as violence increased and there were more attacks on schools and teachers. As a result, many parents prevented their children from going to school. One of six children in this country did not attend primary school in 2009. Many kids who did attend school were accompanied by a parent for the entire day to make sure nothing happened to their children.\nFor poor families or those with large families, back to school can be an expensive time. The government gives some help to those living in poor neighborhoods, and school bags, note books and other items are given for free.\nMost of the merchants who sell notebooks and pens now sell their products out on the street instead of in stores. They sit on the ground and lay their items on the ground or they have a small table to sell their goods.\nThe bags cost between $10 and $20, while clothes and shoes cost between $20 and $30. I found all the things I needed for my sons and even bought something for myself. I spent about $50 on each of them, including school uniforms.\nAt the end of the day, we returned to our home carrying many shopping bags filled with items that made my children happy and excited to go back to school. I just hope this school year will be a peaceful one.\n\n<question>:\nMany children are not going to school mainly because of _ .\n\n<options>:\nA the terrible education system\nB security problems and poverty\nC parents' distrust in schools\nD the government's inability\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>:\nGoing back to school is a very exciting event for my two boys. It means getting new school bags and books, and seeing friends again after the summer holiday.\nMy oldest son, 9-year-old Salem, asked me several times where we would go to buy a backpack, while my other son, 6-year-old Abdullah, asked what school would be like this year.\nFor the last three years, school was a nightmare for many children and their parents as violence increased and there were more attacks on schools and teachers. As a result, many parents prevented their children from going to school. One of six children in this country did not attend primary school in 2009. Many kids who did attend school were accompanied by a parent for the entire day to make sure nothing happened to their children.\nFor poor families or those with large families, back to school can be an expensive time. The government gives some help to those living in poor neighborhoods, and school bags, note books and other items are given for free.\nMost of the merchants who sell notebooks and pens now sell their products out on the street instead of in stores. They sit on the ground and lay their items on the ground or they have a small table to sell their goods.\nThe bags cost between $10 and $20, while clothes and shoes cost between $20 and $30. I found all the things I needed for my sons and even bought something for myself. I spent about $50 on each of them, including school uniforms.\nAt the end of the day, we returned to our home carrying many shopping bags filled with items that made my children happy and excited to go back to school. I just hope this school year will be a peaceful one.\n\n<question>:\nAs a parent, the author _ .\n\n<options>:\nA is unable to afford his kids' schooling\nB is unwilling to send his kids to school\nC hopes his kids have a happy school life\nD complains school education costs too much\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>:\nGoing back to school is a very exciting event for my two boys. It means getting new school bags and books, and seeing friends again after the summer holiday.\nMy oldest son, 9-year-old Salem, asked me several times where we would go to buy a backpack, while my other son, 6-year-old Abdullah, asked what school would be like this year.\nFor the last three years, school was a nightmare for many children and their parents as violence increased and there were more attacks on schools and teachers. As a result, many parents prevented their children from going to school. One of six children in this country did not attend primary school in 2009. Many kids who did attend school were accompanied by a parent for the entire day to make sure nothing happened to their children.\nFor poor families or those with large families, back to school can be an expensive time. The government gives some help to those living in poor neighborhoods, and school bags, note books and other items are given for free.\nMost of the merchants who sell notebooks and pens now sell their products out on the street instead of in stores. They sit on the ground and lay their items on the ground or they have a small table to sell their goods.\nThe bags cost between $10 and $20, while clothes and shoes cost between $20 and $30. I found all the things I needed for my sons and even bought something for myself. I spent about $50 on each of them, including school uniforms.\nAt the end of the day, we returned to our home carrying many shopping bags filled with items that made my children happy and excited to go back to school. I just hope this school year will be a peaceful one.\n\n<question>:\nWhich of the following statement is NOT true?\n\n<options>:\nA Many parents prevented their children from going to school for great study pressure.\nB School bags, note books and other items are given to those living in poor neighborhoods for free.\nC The author spent about $100 for her two sons.\nD The items the author bought made her children happy and excited to go back to school.\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 in the U. S. have company or when they're invited to (formal or informal) get-togethers, they usually make a point of trying to make others feel comfortable and relaxed. On the whole, they tend to be informal. Men shake hands, but usually only when they're introduced. Male friends and business associated who haven' t seen each other in a while may shake hands when they say hello. Women usually don't shake hands when being introduced to each other. When a woman and man are introduced, shaking hands is up to the woman. Americans rarely shake hands to say goodbye, except on business occasions. American women are used to being independent. They are used to going to places by themselves, making their own money, and often living alone. Sometimes they will ask men for help, but they usually don\" t want to be protected. Since the women's movement started, it's not always clear whether women expect men to open doors or help them into their coats. American women may start conversations with men or even ask them to dance.\nThere are a lot of Americans who don't smoke or drink, and many who don't want people to do those things in their houses. It\" s always best to ask for permission before you bring alcohol to a dinner or before you light up a cigarette, if you are with people you don't know very well. Non-smokers have become more militant about smoking in public places. Many restaurants, for example, have set up special areas for smokers.\nHouseguests may bring gifts when they come to visit, and they often offer to help in some way. As a guest, you may want to ask your host or hostess if there's anything you can do to help in the kitchen. In many cases, _ .\n\n<question>:\n.When American people are introduced to each other, _ .\n\n<options>:\nA men seldom shake hands\nB women often shake hands\nC a woman decides if she will shake hands with a man\nD a man decides if he will shake hands with a woman\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 in the U. S. have company or when they're invited to (formal or informal) get-togethers, they usually make a point of trying to make others feel comfortable and relaxed. On the whole, they tend to be informal. Men shake hands, but usually only when they're introduced. Male friends and business associated who haven' t seen each other in a while may shake hands when they say hello. Women usually don't shake hands when being introduced to each other. When a woman and man are introduced, shaking hands is up to the woman. Americans rarely shake hands to say goodbye, except on business occasions. American women are used to being independent. They are used to going to places by themselves, making their own money, and often living alone. Sometimes they will ask men for help, but they usually don\" t want to be protected. Since the women's movement started, it's not always clear whether women expect men to open doors or help them into their coats. American women may start conversations with men or even ask them to dance.\nThere are a lot of Americans who don't smoke or drink, and many who don't want people to do those things in their houses. It\" s always best to ask for permission before you bring alcohol to a dinner or before you light up a cigarette, if you are with people you don't know very well. Non-smokers have become more militant about smoking in public places. Many restaurants, for example, have set up special areas for smokers.\nHouseguests may bring gifts when they come to visit, and they often offer to help in some way. As a guest, you may want to ask your host or hostess if there's anything you can do to help in the kitchen. In many cases, _ .\n\n<question>:\n_ is not mentioned in the passage.\n\n<options>:\nA How to visit an American family\nB When American women's movement started\nC American women are independent\nD Non-smokers hate smoking in public places\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 in the U. S. have company or when they're invited to (formal or informal) get-togethers, they usually make a point of trying to make others feel comfortable and relaxed. On the whole, they tend to be informal. Men shake hands, but usually only when they're introduced. Male friends and business associated who haven' t seen each other in a while may shake hands when they say hello. Women usually don't shake hands when being introduced to each other. When a woman and man are introduced, shaking hands is up to the woman. Americans rarely shake hands to say goodbye, except on business occasions. American women are used to being independent. They are used to going to places by themselves, making their own money, and often living alone. Sometimes they will ask men for help, but they usually don\" t want to be protected. Since the women's movement started, it's not always clear whether women expect men to open doors or help them into their coats. American women may start conversations with men or even ask them to dance.\nThere are a lot of Americans who don't smoke or drink, and many who don't want people to do those things in their houses. It\" s always best to ask for permission before you bring alcohol to a dinner or before you light up a cigarette, if you are with people you don't know very well. Non-smokers have become more militant about smoking in public places. Many restaurants, for example, have set up special areas for smokers.\nHouseguests may bring gifts when they come to visit, and they often offer to help in some way. As a guest, you may want to ask your host or hostess if there's anything you can do to help in the kitchen. In many cases, _ .\n\n<question>:\nWhich one is not right?\n\n<options>:\nA None of Americans want people to smoke or drink in their houses.\nB Many Americans don't smoke or drink.\nC Many special areas for smokers have been set up in the U.S..\nD It's best to ask before you smoke in America.\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>:\nButterflies are some of the most fascinating and beautiful insects in the world. Adult butterflies will live about 2 to 4 weeks. They use their senses of sight, touch, hearing, smell, and taste to survive in the world, find food and mates, lay eggs in an appropriate place, migrate, and avoid hungry enemies.\nButterflies have large compound eyes , which allow them to see in all directions without turning their heads. Like most insects, butterflies are very nearsighted, so they are more attracted to a sea of flowers than individual plants. Butterflies do not \"see\" colors such as red, green, and yellow, but they can sense sunlight, which indicates the direction the sun is shining, as well as ultraviolet light , which is present on many flowers and guides butterflies to honey sources.\nButterflies have a very well-developed sense of smell, but it is not in their nose, since they don't have one. Sense receptors are located in their antennae , feet, and many other parts of the body. They can help butterflies find their favorite flower honey food, and mates.\nButterflies' feet have sense organs that can taste the sugar in flower honey, letting the butterflies know if something is good to eat or not. Some females also carefully choose host plants by tasting to find appropriate places to lay their eggs. Adult butterflies feed their babies using a long tube. Butterflies force blood into the tube to straighten it out, allowing them to feed. Butterflies get all their food from this tube.\nButterflies don't have ears. Instead they \"hear\" sounds through their wings by sensing changes in sound vibrations .\nButterflies may possess senses we don't even know about yet, because their body structure is very different from ours, and therefore difficult to understand, when observed through our own human senses.\n\n<question>:\nHow do butterflies hear sounds?\n\n<options>:\nA Using their feet to sense the vibration of things\nB Using their ears to listen directly\nC Using their wings to sense the sound vibrations\nD Using their antennae to judge the sound\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>:\nButterflies are some of the most fascinating and beautiful insects in the world. Adult butterflies will live about 2 to 4 weeks. They use their senses of sight, touch, hearing, smell, and taste to survive in the world, find food and mates, lay eggs in an appropriate place, migrate, and avoid hungry enemies.\nButterflies have large compound eyes , which allow them to see in all directions without turning their heads. Like most insects, butterflies are very nearsighted, so they are more attracted to a sea of flowers than individual plants. Butterflies do not \"see\" colors such as red, green, and yellow, but they can sense sunlight, which indicates the direction the sun is shining, as well as ultraviolet light , which is present on many flowers and guides butterflies to honey sources.\nButterflies have a very well-developed sense of smell, but it is not in their nose, since they don't have one. Sense receptors are located in their antennae , feet, and many other parts of the body. They can help butterflies find their favorite flower honey food, and mates.\nButterflies' feet have sense organs that can taste the sugar in flower honey, letting the butterflies know if something is good to eat or not. Some females also carefully choose host plants by tasting to find appropriate places to lay their eggs. Adult butterflies feed their babies using a long tube. Butterflies force blood into the tube to straighten it out, allowing them to feed. Butterflies get all their food from this tube.\nButterflies don't have ears. Instead they \"hear\" sounds through their wings by sensing changes in sound vibrations .\nButterflies may possess senses we don't even know about yet, because their body structure is very different from ours, and therefore difficult to understand, when observed through our own human senses.\n\n<question>:\nWhy do female adult butterflies carefully choose the host plants?\n\n<options>:\nA To find highqualified honey.\nB To have a good place for living.\nC To make it easier for them to hide from the enemies.\nD To find a proper place for their eggs.\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>:\nButterflies are some of the most fascinating and beautiful insects in the world. Adult butterflies will live about 2 to 4 weeks. They use their senses of sight, touch, hearing, smell, and taste to survive in the world, find food and mates, lay eggs in an appropriate place, migrate, and avoid hungry enemies.\nButterflies have large compound eyes , which allow them to see in all directions without turning their heads. Like most insects, butterflies are very nearsighted, so they are more attracted to a sea of flowers than individual plants. Butterflies do not \"see\" colors such as red, green, and yellow, but they can sense sunlight, which indicates the direction the sun is shining, as well as ultraviolet light , which is present on many flowers and guides butterflies to honey sources.\nButterflies have a very well-developed sense of smell, but it is not in their nose, since they don't have one. Sense receptors are located in their antennae , feet, and many other parts of the body. They can help butterflies find their favorite flower honey food, and mates.\nButterflies' feet have sense organs that can taste the sugar in flower honey, letting the butterflies know if something is good to eat or not. Some females also carefully choose host plants by tasting to find appropriate places to lay their eggs. Adult butterflies feed their babies using a long tube. Butterflies force blood into the tube to straighten it out, allowing them to feed. Butterflies get all their food from this tube.\nButterflies don't have ears. Instead they \"hear\" sounds through their wings by sensing changes in sound vibrations .\nButterflies may possess senses we don't even know about yet, because their body structure is very different from ours, and therefore difficult to understand, when observed through our own human senses.\n\n<question>:\nThe text mainly focuses on _ .\n\n<options>:\nA butterflies' living habits\nB butterflies' beauty\nC butterflies' daily activities\nD butterflies' senses\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>:\nAquatic Adventures!\nHelp Us Get Ready for Showtime!\nTrainer Program\nWhat does it take to work with seals or sea lions? Find out with Atlantis Marine World's Trainer Program and go behind the scenes with our Marine Mammal staff and:\n.Learn how we train our animals and help train our sea lions to learn how to paint\n.Go into the seal exhibit with trainers\n.Join in a seal training period - and get to pet and feed one of our harbor seals\n.Help prepare food for seals\n.Attend our Sea Lion Show\n.Get a kiss from sea lion, Java - and take home a photo\nSummer Adventure Days - Camp! Atlantis Style!\nOur camp program adds interactive excitement to your child's summer vacation. Children ages 3 to 14 discover the wonders of the sea environment through age - appropriate activities.\nPirate Snorkel Adventure\nYo-ho-ho, this is a whole lot of fun! Join us this summer for our interactive Pirate Snorkel Adventure and help Captain Poseidon locate missing treasure. While searching our lake, don't miss tropical fish from all around the world. When you're done, you'll walk away with some booty of your own - a $2.00 game card and a pirate eye patch featuring our very own Jolly Poseidon!\nSmooth Sailing: Taste Long Island Wine Cruise Now Accepting Reservations!\nExperience the magic of Taste Long Island, a Saturday evening wine and cheese cruise aboard the Atlantis Explorer Tour Boat. Featuring local wines, this adventure along the Peconic River is a relaxing way to enjoy both beautiful scenery and fine wines. Guests 21 and older only. Members and Green Key Cardholders enjoy 25%off.\n\n<question>:\nThe activities in Summer Adventure Days are divided according to _ .\n\n<options>:\nA children's hobby\nB children's age\nC the price\nD the type of sea animals\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>:\nAquatic Adventures!\nHelp Us Get Ready for Showtime!\nTrainer Program\nWhat does it take to work with seals or sea lions? Find out with Atlantis Marine World's Trainer Program and go behind the scenes with our Marine Mammal staff and:\n.Learn how we train our animals and help train our sea lions to learn how to paint\n.Go into the seal exhibit with trainers\n.Join in a seal training period - and get to pet and feed one of our harbor seals\n.Help prepare food for seals\n.Attend our Sea Lion Show\n.Get a kiss from sea lion, Java - and take home a photo\nSummer Adventure Days - Camp! Atlantis Style!\nOur camp program adds interactive excitement to your child's summer vacation. Children ages 3 to 14 discover the wonders of the sea environment through age - appropriate activities.\nPirate Snorkel Adventure\nYo-ho-ho, this is a whole lot of fun! Join us this summer for our interactive Pirate Snorkel Adventure and help Captain Poseidon locate missing treasure. While searching our lake, don't miss tropical fish from all around the world. When you're done, you'll walk away with some booty of your own - a $2.00 game card and a pirate eye patch featuring our very own Jolly Poseidon!\nSmooth Sailing: Taste Long Island Wine Cruise Now Accepting Reservations!\nExperience the magic of Taste Long Island, a Saturday evening wine and cheese cruise aboard the Atlantis Explorer Tour Boat. Featuring local wines, this adventure along the Peconic River is a relaxing way to enjoy both beautiful scenery and fine wines. Guests 21 and older only. Members and Green Key Cardholders enjoy 25%off.\n\n<question>:\nIn which activity will you get something as a reward?\n\n<options>:\nA Atlantis Marine World's Trainer Program.\nB Summer Adventure Days.\nC Pirate Snorkel Adventure.\nD Smooth Sailing.\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>:\nAquatic Adventures!\nHelp Us Get Ready for Showtime!\nTrainer Program\nWhat does it take to work with seals or sea lions? Find out with Atlantis Marine World's Trainer Program and go behind the scenes with our Marine Mammal staff and:\n.Learn how we train our animals and help train our sea lions to learn how to paint\n.Go into the seal exhibit with trainers\n.Join in a seal training period - and get to pet and feed one of our harbor seals\n.Help prepare food for seals\n.Attend our Sea Lion Show\n.Get a kiss from sea lion, Java - and take home a photo\nSummer Adventure Days - Camp! Atlantis Style!\nOur camp program adds interactive excitement to your child's summer vacation. Children ages 3 to 14 discover the wonders of the sea environment through age - appropriate activities.\nPirate Snorkel Adventure\nYo-ho-ho, this is a whole lot of fun! Join us this summer for our interactive Pirate Snorkel Adventure and help Captain Poseidon locate missing treasure. While searching our lake, don't miss tropical fish from all around the world. When you're done, you'll walk away with some booty of your own - a $2.00 game card and a pirate eye patch featuring our very own Jolly Poseidon!\nSmooth Sailing: Taste Long Island Wine Cruise Now Accepting Reservations!\nExperience the magic of Taste Long Island, a Saturday evening wine and cheese cruise aboard the Atlantis Explorer Tour Boat. Featuring local wines, this adventure along the Peconic River is a relaxing way to enjoy both beautiful scenery and fine wines. Guests 21 and older only. Members and Green Key Cardholders enjoy 25%off.\n\n<question>:\nWhat is special about Smooth Sailing?\n\n<options>:\nA Guests under 21 cannot be accepted.\nB It provides famous wines from all over the world.\nC Guests usually get a discount.\nD It doesn't accept bookings.\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 air bag is a piece of safety equipment in cars. It was first designed by John W. Hetrick in 1952. Like many inventions, he came up with the idea as a result of an event that had occurred in his life. He says:\n\"In the spring of 1952, my wife, my seven-year-old daughter, Joan, and I were out for a Sunday drive in our 1948 Chrysler Windsor. About three miles outside Newport we were watching for deer jumping across the road. Suddenly, there was a large rock in our path. I hit the brakes and we went into a ditch .\n\"As I applied the brakes, both my wife and I threw our hands up to keep our daughter from hitting the car. There was soft mud in the ditch, so the car wasn't damaged, and no one was hurt.\"\n\"During the ride home I couldn't stop thinking about the accident. I asked myself,'Why couldn't some object come out to stop you from striking the inside of the car?'As soon as I got home that night I drew some sketches . Each evening for the following two weeks, I'd add or reduce something from the sketches.\"\nHetrick applied an event he had observed while in the Navy to the design of the air bag. He was repairing a torpedo which had a cloth covering. When the compressed air that was in the torpedo was let out, the covering was suddenly filled with air and was shot to the ceiling.\nWith this knowledge, he developed his design until he was able to obtain a patent on the invention on August 5, 1952. The idea was similar to the air bag designs of today. Compressed air is stored in a container and when a traffic accident occurs and the car slows down at a rapid enough rate, the air will be released into the air bag. The idea was _ , but Hetrick's air bag never would have functioned properly. It was really a breakthrough, but it would require years and years of designing and testing by some top car designers before it could be used.\n\n<question>:\nThe car accident Hetrick was involved in _ .\n\n<options>:\nA damaged his car\nB happened in 1948\nC was caused by a deer\nD caused no harm to his family\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 air bag is a piece of safety equipment in cars. It was first designed by John W. Hetrick in 1952. Like many inventions, he came up with the idea as a result of an event that had occurred in his life. He says:\n\"In the spring of 1952, my wife, my seven-year-old daughter, Joan, and I were out for a Sunday drive in our 1948 Chrysler Windsor. About three miles outside Newport we were watching for deer jumping across the road. Suddenly, there was a large rock in our path. I hit the brakes and we went into a ditch .\n\"As I applied the brakes, both my wife and I threw our hands up to keep our daughter from hitting the car. There was soft mud in the ditch, so the car wasn't damaged, and no one was hurt.\"\n\"During the ride home I couldn't stop thinking about the accident. I asked myself,'Why couldn't some object come out to stop you from striking the inside of the car?'As soon as I got home that night I drew some sketches . Each evening for the following two weeks, I'd add or reduce something from the sketches.\"\nHetrick applied an event he had observed while in the Navy to the design of the air bag. He was repairing a torpedo which had a cloth covering. When the compressed air that was in the torpedo was let out, the covering was suddenly filled with air and was shot to the ceiling.\nWith this knowledge, he developed his design until he was able to obtain a patent on the invention on August 5, 1952. The idea was similar to the air bag designs of today. Compressed air is stored in a container and when a traffic accident occurs and the car slows down at a rapid enough rate, the air will be released into the air bag. The idea was _ , but Hetrick's air bag never would have functioned properly. It was really a breakthrough, but it would require years and years of designing and testing by some top car designers before it could be used.\n\n<question>:\nHetrick's experience in the Navy _ .\n\n<options>:\nA turned out to be dangerous\nB was helpful to his invention\nC involved designing torpedoes\nD inspired him to design an air bag\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 air bag is a piece of safety equipment in cars. It was first designed by John W. Hetrick in 1952. Like many inventions, he came up with the idea as a result of an event that had occurred in his life. He says:\n\"In the spring of 1952, my wife, my seven-year-old daughter, Joan, and I were out for a Sunday drive in our 1948 Chrysler Windsor. About three miles outside Newport we were watching for deer jumping across the road. Suddenly, there was a large rock in our path. I hit the brakes and we went into a ditch .\n\"As I applied the brakes, both my wife and I threw our hands up to keep our daughter from hitting the car. There was soft mud in the ditch, so the car wasn't damaged, and no one was hurt.\"\n\"During the ride home I couldn't stop thinking about the accident. I asked myself,'Why couldn't some object come out to stop you from striking the inside of the car?'As soon as I got home that night I drew some sketches . Each evening for the following two weeks, I'd add or reduce something from the sketches.\"\nHetrick applied an event he had observed while in the Navy to the design of the air bag. He was repairing a torpedo which had a cloth covering. When the compressed air that was in the torpedo was let out, the covering was suddenly filled with air and was shot to the ceiling.\nWith this knowledge, he developed his design until he was able to obtain a patent on the invention on August 5, 1952. The idea was similar to the air bag designs of today. Compressed air is stored in a container and when a traffic accident occurs and the car slows down at a rapid enough rate, the air will be released into the air bag. The idea was _ , but Hetrick's air bag never would have functioned properly. It was really a breakthrough, but it would require years and years of designing and testing by some top car designers before it could be used.\n\n<question>:\nWhat do we know about the air bag Hetrick designed?\n\n<options>:\nA It came into use in the 1950s.\nB It performed perfectly in car accidents.\nC It prepared the way for air bags nowadays.\nD It took Hetrick about two months to develop it.\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 air bag is a piece of safety equipment in cars. It was first designed by John W. Hetrick in 1952. Like many inventions, he came up with the idea as a result of an event that had occurred in his life. He says:\n\"In the spring of 1952, my wife, my seven-year-old daughter, Joan, and I were out for a Sunday drive in our 1948 Chrysler Windsor. About three miles outside Newport we were watching for deer jumping across the road. Suddenly, there was a large rock in our path. I hit the brakes and we went into a ditch .\n\"As I applied the brakes, both my wife and I threw our hands up to keep our daughter from hitting the car. There was soft mud in the ditch, so the car wasn't damaged, and no one was hurt.\"\n\"During the ride home I couldn't stop thinking about the accident. I asked myself,'Why couldn't some object come out to stop you from striking the inside of the car?'As soon as I got home that night I drew some sketches . Each evening for the following two weeks, I'd add or reduce something from the sketches.\"\nHetrick applied an event he had observed while in the Navy to the design of the air bag. He was repairing a torpedo which had a cloth covering. When the compressed air that was in the torpedo was let out, the covering was suddenly filled with air and was shot to the ceiling.\nWith this knowledge, he developed his design until he was able to obtain a patent on the invention on August 5, 1952. The idea was similar to the air bag designs of today. Compressed air is stored in a container and when a traffic accident occurs and the car slows down at a rapid enough rate, the air will be released into the air bag. The idea was _ , but Hetrick's air bag never would have functioned properly. It was really a breakthrough, but it would require years and years of designing and testing by some top car designers before it could be used.\n\n<question>:\nThe text is mainly about _ .\n\n<options>:\nA the great inventor Hetrick\nB The invention of air bags\nC a terrible car accident\nD road safety in the 1950s\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>:\nBEIJING - China's National Tourism Administration (NTA) said Saturday that 215 Chinese tour groups in Japan were safeandsoundafter a _ 8.8-magnitude earthquake jolted the country's eastern coast Friday.\nA total of 4,578 Chinese tourists were staying in Japan at the time of the quake. By Saturday noon, all the 215 tour groups that they booked with had contacted domestic travel agencies, with no death or injury reported, said the NTA upon information from local tourism authorities.\nThe NTA has activated the emergency response system and issued a travel alert for Japan and countries along the Pacific Rim, it said in a statement on its website.\nThe NTA has also called for travel agencies to protect the security of Chinese tourists in Japan and keep in touch with the Chinese embassy and consulates in Japan, as well as China's tourism authorities.\nChinese tour agencies had started to bring back tourists from the quake-hit Japan and many trips had been called off.\nChina CYTS Tours, one of China's major travel agencies, had promised a full refund for trip cancellation and offered to bear the extra expense for tourist protection in disasters and unrest.\nA massive 8.8-magnitude earthquake struck the east coast of Japan's main Honshu Island at 1:46 pm Beijing Time Friday, which had triggered huge tsunami along Japan's Pacific coast and caused hundreds of deaths and catastrophic damage.\n\n<question>:\nWhere are we likely to find this passage?\n\n<options>:\nA In a tour guided book.\nB In a geography book.\nC In a book.\nD In a newspaper.\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>:\nBEIJING - China's National Tourism Administration (NTA) said Saturday that 215 Chinese tour groups in Japan were safeandsoundafter a _ 8.8-magnitude earthquake jolted the country's eastern coast Friday.\nA total of 4,578 Chinese tourists were staying in Japan at the time of the quake. By Saturday noon, all the 215 tour groups that they booked with had contacted domestic travel agencies, with no death or injury reported, said the NTA upon information from local tourism authorities.\nThe NTA has activated the emergency response system and issued a travel alert for Japan and countries along the Pacific Rim, it said in a statement on its website.\nThe NTA has also called for travel agencies to protect the security of Chinese tourists in Japan and keep in touch with the Chinese embassy and consulates in Japan, as well as China's tourism authorities.\nChinese tour agencies had started to bring back tourists from the quake-hit Japan and many trips had been called off.\nChina CYTS Tours, one of China's major travel agencies, had promised a full refund for trip cancellation and offered to bear the extra expense for tourist protection in disasters and unrest.\nA massive 8.8-magnitude earthquake struck the east coast of Japan's main Honshu Island at 1:46 pm Beijing Time Friday, which had triggered huge tsunami along Japan's Pacific coast and caused hundreds of deaths and catastrophic damage.\n\n<question>:\nWhich of the following is TRUE according to the passage?\n\n<options>:\nA In all, 4,578 Chinese were staying in Japan at the time of the quake.\nB Japan also called for travel agencies to protect the security of Chinese tourists.\nC 215 Chinese tour groups in Japan were organized by China CYTS Tours.\nD Earthquake-caused tsunami resulted in hundreds of deaths and disastrous damage.\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>:\nAustin Children's Museum\nThis 7,000-square-foot museum focuses on entertaining and educating children up to age 9. In its World City Exhibit , children can go shopping, order lunch at a restaurant, pretend that they're doctors or workers, and more. In other fun exhibits, they learn about Austin's history, explore the world of water, and experience life on a large Texas farm. \nOpen time:From Tuesday to Saturday, 10:00 a. m. ~5:00 p. m. \n On Sunday, 12:00 a. m. ~5:00 p. m. \nAddress:201 Colorado St, Austin, Texas 78701\nPhone:512-4722499\nBrooklyn Children's Museum\nFounded in 1899, it is the world's oldest children's museum, famous for different exhibits and special events. The Mystery of Things teaches children about cultural and scientific objects and Music Mix welcomes young performers. \nOpen time:From Wednesday to Friday, 2:00 p. m. ~5:00 p. m. \n On Saturday and Sunday, 10:00 a. m. ~5:00 p. m. \nAddress:145 Brooklyn Ave, Brooklyn, New York 1213\nPhone:718-7354400\nChildren's Discovery Museum\nThis museum's exhibits explore the connections between the natural and the created worlds, and people of different cultures and times. \nOpen time:From Monday to Saturday, 10:00 a. m. ~5:00 p. m. \n On Sunday, from noon. Closed on holidays. \nAddress:180 Woz Way, Guadalupe River Park, San Jose, California 95110\nPhone:408-2985437\nChildren's Museum of Indianapolis\nThis museum is the largest of its kind. Exhibits cover science, culture, space, history and explorations. The largest gallery , the Center for Exploration, is designed for ages 12 and up. \nOpen time:From Tuesday to Sunday, 10:00 a. m. ~5:00 p. m. \n Closed on Thanksgiving Day and December 25. \nAddress:300 N Meridian St, Indianapolis, Indiana 46208\nPhone:317-3343322\n\n<question>:\nWhich of the following is NOT exhibited in Children's Museum of Indianapolis?\n\n<options>:\nA Culture.\nB History.\nC Special events.\nD Explorations.\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>:\nAustin Children's Museum\nThis 7,000-square-foot museum focuses on entertaining and educating children up to age 9. In its World City Exhibit , children can go shopping, order lunch at a restaurant, pretend that they're doctors or workers, and more. In other fun exhibits, they learn about Austin's history, explore the world of water, and experience life on a large Texas farm. \nOpen time:From Tuesday to Saturday, 10:00 a. m. ~5:00 p. m. \n On Sunday, 12:00 a. m. ~5:00 p. m. \nAddress:201 Colorado St, Austin, Texas 78701\nPhone:512-4722499\nBrooklyn Children's Museum\nFounded in 1899, it is the world's oldest children's museum, famous for different exhibits and special events. The Mystery of Things teaches children about cultural and scientific objects and Music Mix welcomes young performers. \nOpen time:From Wednesday to Friday, 2:00 p. m. ~5:00 p. m. \n On Saturday and Sunday, 10:00 a. m. ~5:00 p. m. \nAddress:145 Brooklyn Ave, Brooklyn, New York 1213\nPhone:718-7354400\nChildren's Discovery Museum\nThis museum's exhibits explore the connections between the natural and the created worlds, and people of different cultures and times. \nOpen time:From Monday to Saturday, 10:00 a. m. ~5:00 p. m. \n On Sunday, from noon. Closed on holidays. \nAddress:180 Woz Way, Guadalupe River Park, San Jose, California 95110\nPhone:408-2985437\nChildren's Museum of Indianapolis\nThis museum is the largest of its kind. Exhibits cover science, culture, space, history and explorations. The largest gallery , the Center for Exploration, is designed for ages 12 and up. \nOpen time:From Tuesday to Sunday, 10:00 a. m. ~5:00 p. m. \n Closed on Thanksgiving Day and December 25. \nAddress:300 N Meridian St, Indianapolis, Indiana 46208\nPhone:317-3343322\n\n<question>:\nThe purpose of writing this passage is to _ .\n\n<options>:\nA ask grown-ups to visit museums\nB introduce some exhibits and museums to foreigners\nC introduce some museums and encourage parents to visit them with their children\nD compare some museums and decide which one is the best among the four museums\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>:\nDuring my early twenties, to make my parents stop feeling angry, and simply to escape, I decided to live in my birthplace for a period of time, something I'd sworn I would never do. My parents were thrilled. They prayed that I'd come back triumphantly with a picture-perfect bridegroom. That was the furthest thing from my mind as I packed my faded jeans, tank tops, boots, and a photo of my freckle-faced then-boyfriend who was of Scottish descent.\nThe moment I landed in Seoul, I was aware of how much I felt like a misfit. All my life I had tried to blend into the dominant culture and couldn't. And finally, when I was in a place where everyone looked like me, I still stood out. I took it for granted that I'd feel a sense of freedom. I thought I'd blend into the landscape. This was not the case. People stared at me with curious eyes. I became conscious of my American-girl swaggering body movements and inappropriate dress.\nCollecting my courage, I traveled to the demilitarized zone on my own. I touched the high barbed-wire fence that stretched across the belly of the peninsula , dividing Korea in half. I visited thousand-year-old temples and magnificent palace gates that had survived modernization and centuries of battle. I met with distant cousins who welcomed me with outstretched arms into their homes and related heroic tales about my mother and Halmoni (Grandmother) during the war. How Halmoni had led her young children out of north to the United Nation-backed south. How my mother, at the age of thirteen, saved the life of her baby sister.\nI listened with such an overwhelming thirst that when I returned to the States a year and a half later, I began to ask my parents and Halmoni (who had immigrated to the States some time after we did) all about the past. The past was no longer a time gone by, a dead weight. I now saw that it held ancient treasures. And the more I dug and discovered, the more I felt myself being steered toward a future I had never imagined for myself. I began to write. I didn't even know I could write. My family helped me knit stories into a book using Halmoni's voice. As her powerful words moved through me I was able to reflect and meditate on the ridiculous life I had fashioned for myself. I could feel my sense of self rising. This sparked a newfound awareness and excitement. I became a spokeswoman on Korean culture, traveling to various college campuses across the country. \"Be proud. Embrace your heritage.\" I said to young Korean American students wearing extra-large, trendy sportswear. But the whole time I was lecturing, I had very little understanding of what that self-concept meant. I was merely talking the talk. I hadn't yet fully embraced my own identity.\n\n<question>:\nWhy did the author leave America for her birthplace?\n\n<options>:\nA Because she broke up with her boyfriend and wanted to be alone.\nB Because she decided to be separated from her parents for a while.\nC Because she was forced by her parents to get married in Korea.\nD Because she longed for the travel in her birthplace on her own.\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>:\nDuring my early twenties, to make my parents stop feeling angry, and simply to escape, I decided to live in my birthplace for a period of time, something I'd sworn I would never do. My parents were thrilled. They prayed that I'd come back triumphantly with a picture-perfect bridegroom. That was the furthest thing from my mind as I packed my faded jeans, tank tops, boots, and a photo of my freckle-faced then-boyfriend who was of Scottish descent.\nThe moment I landed in Seoul, I was aware of how much I felt like a misfit. All my life I had tried to blend into the dominant culture and couldn't. And finally, when I was in a place where everyone looked like me, I still stood out. I took it for granted that I'd feel a sense of freedom. I thought I'd blend into the landscape. This was not the case. People stared at me with curious eyes. I became conscious of my American-girl swaggering body movements and inappropriate dress.\nCollecting my courage, I traveled to the demilitarized zone on my own. I touched the high barbed-wire fence that stretched across the belly of the peninsula , dividing Korea in half. I visited thousand-year-old temples and magnificent palace gates that had survived modernization and centuries of battle. I met with distant cousins who welcomed me with outstretched arms into their homes and related heroic tales about my mother and Halmoni (Grandmother) during the war. How Halmoni had led her young children out of north to the United Nation-backed south. How my mother, at the age of thirteen, saved the life of her baby sister.\nI listened with such an overwhelming thirst that when I returned to the States a year and a half later, I began to ask my parents and Halmoni (who had immigrated to the States some time after we did) all about the past. The past was no longer a time gone by, a dead weight. I now saw that it held ancient treasures. And the more I dug and discovered, the more I felt myself being steered toward a future I had never imagined for myself. I began to write. I didn't even know I could write. My family helped me knit stories into a book using Halmoni's voice. As her powerful words moved through me I was able to reflect and meditate on the ridiculous life I had fashioned for myself. I could feel my sense of self rising. This sparked a newfound awareness and excitement. I became a spokeswoman on Korean culture, traveling to various college campuses across the country. \"Be proud. Embrace your heritage.\" I said to young Korean American students wearing extra-large, trendy sportswear. But the whole time I was lecturing, I had very little understanding of what that self-concept meant. I was merely talking the talk. I hadn't yet fully embraced my own identity.\n\n<question>:\nAccording to the passage, the author suggests that her original expectations about visiting Korea were _ .\n\n<options>:\nA unrealistic and naive\nB misguided and dangerous\nC ambitious and ridiculous\nD sensible and practical\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>:\nDuring my early twenties, to make my parents stop feeling angry, and simply to escape, I decided to live in my birthplace for a period of time, something I'd sworn I would never do. My parents were thrilled. They prayed that I'd come back triumphantly with a picture-perfect bridegroom. That was the furthest thing from my mind as I packed my faded jeans, tank tops, boots, and a photo of my freckle-faced then-boyfriend who was of Scottish descent.\nThe moment I landed in Seoul, I was aware of how much I felt like a misfit. All my life I had tried to blend into the dominant culture and couldn't. And finally, when I was in a place where everyone looked like me, I still stood out. I took it for granted that I'd feel a sense of freedom. I thought I'd blend into the landscape. This was not the case. People stared at me with curious eyes. I became conscious of my American-girl swaggering body movements and inappropriate dress.\nCollecting my courage, I traveled to the demilitarized zone on my own. I touched the high barbed-wire fence that stretched across the belly of the peninsula , dividing Korea in half. I visited thousand-year-old temples and magnificent palace gates that had survived modernization and centuries of battle. I met with distant cousins who welcomed me with outstretched arms into their homes and related heroic tales about my mother and Halmoni (Grandmother) during the war. How Halmoni had led her young children out of north to the United Nation-backed south. How my mother, at the age of thirteen, saved the life of her baby sister.\nI listened with such an overwhelming thirst that when I returned to the States a year and a half later, I began to ask my parents and Halmoni (who had immigrated to the States some time after we did) all about the past. The past was no longer a time gone by, a dead weight. I now saw that it held ancient treasures. And the more I dug and discovered, the more I felt myself being steered toward a future I had never imagined for myself. I began to write. I didn't even know I could write. My family helped me knit stories into a book using Halmoni's voice. As her powerful words moved through me I was able to reflect and meditate on the ridiculous life I had fashioned for myself. I could feel my sense of self rising. This sparked a newfound awareness and excitement. I became a spokeswoman on Korean culture, traveling to various college campuses across the country. \"Be proud. Embrace your heritage.\" I said to young Korean American students wearing extra-large, trendy sportswear. But the whole time I was lecturing, I had very little understanding of what that self-concept meant. I was merely talking the talk. I hadn't yet fully embraced my own identity.\n\n<question>:\nWhat was the author's attitude toward the ancient monuments she visited in Korea?\n\n<options>:\nA She was curious about their original functions.\nB She was astonished at their size.\nC She admired their capacity to endure.\nD She was surprised at their beauty.\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>:\nDuring my early twenties, to make my parents stop feeling angry, and simply to escape, I decided to live in my birthplace for a period of time, something I'd sworn I would never do. My parents were thrilled. They prayed that I'd come back triumphantly with a picture-perfect bridegroom. That was the furthest thing from my mind as I packed my faded jeans, tank tops, boots, and a photo of my freckle-faced then-boyfriend who was of Scottish descent.\nThe moment I landed in Seoul, I was aware of how much I felt like a misfit. All my life I had tried to blend into the dominant culture and couldn't. And finally, when I was in a place where everyone looked like me, I still stood out. I took it for granted that I'd feel a sense of freedom. I thought I'd blend into the landscape. This was not the case. People stared at me with curious eyes. I became conscious of my American-girl swaggering body movements and inappropriate dress.\nCollecting my courage, I traveled to the demilitarized zone on my own. I touched the high barbed-wire fence that stretched across the belly of the peninsula , dividing Korea in half. I visited thousand-year-old temples and magnificent palace gates that had survived modernization and centuries of battle. I met with distant cousins who welcomed me with outstretched arms into their homes and related heroic tales about my mother and Halmoni (Grandmother) during the war. How Halmoni had led her young children out of north to the United Nation-backed south. How my mother, at the age of thirteen, saved the life of her baby sister.\nI listened with such an overwhelming thirst that when I returned to the States a year and a half later, I began to ask my parents and Halmoni (who had immigrated to the States some time after we did) all about the past. The past was no longer a time gone by, a dead weight. I now saw that it held ancient treasures. And the more I dug and discovered, the more I felt myself being steered toward a future I had never imagined for myself. I began to write. I didn't even know I could write. My family helped me knit stories into a book using Halmoni's voice. As her powerful words moved through me I was able to reflect and meditate on the ridiculous life I had fashioned for myself. I could feel my sense of self rising. This sparked a newfound awareness and excitement. I became a spokeswoman on Korean culture, traveling to various college campuses across the country. \"Be proud. Embrace your heritage.\" I said to young Korean American students wearing extra-large, trendy sportswear. But the whole time I was lecturing, I had very little understanding of what that self-concept meant. I was merely talking the talk. I hadn't yet fully embraced my own identity.\n\n<question>:\nAccording to the passage, which of the following statements is TRUE?\n\n<options>:\nA The author's attitude toward her family's earlier experiences changed from indifference to fascination.\nB The author felt extremely free when in Korea because it was the place where she looked like others.\nC The author wrote her family's stories in first person with the help of her grandmother.\nD The author was aware of her own national identity and knew what she was actually doing.\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>:\nDuring my early twenties, to make my parents stop feeling angry, and simply to escape, I decided to live in my birthplace for a period of time, something I'd sworn I would never do. My parents were thrilled. They prayed that I'd come back triumphantly with a picture-perfect bridegroom. That was the furthest thing from my mind as I packed my faded jeans, tank tops, boots, and a photo of my freckle-faced then-boyfriend who was of Scottish descent.\nThe moment I landed in Seoul, I was aware of how much I felt like a misfit. All my life I had tried to blend into the dominant culture and couldn't. And finally, when I was in a place where everyone looked like me, I still stood out. I took it for granted that I'd feel a sense of freedom. I thought I'd blend into the landscape. This was not the case. People stared at me with curious eyes. I became conscious of my American-girl swaggering body movements and inappropriate dress.\nCollecting my courage, I traveled to the demilitarized zone on my own. I touched the high barbed-wire fence that stretched across the belly of the peninsula , dividing Korea in half. I visited thousand-year-old temples and magnificent palace gates that had survived modernization and centuries of battle. I met with distant cousins who welcomed me with outstretched arms into their homes and related heroic tales about my mother and Halmoni (Grandmother) during the war. How Halmoni had led her young children out of north to the United Nation-backed south. How my mother, at the age of thirteen, saved the life of her baby sister.\nI listened with such an overwhelming thirst that when I returned to the States a year and a half later, I began to ask my parents and Halmoni (who had immigrated to the States some time after we did) all about the past. The past was no longer a time gone by, a dead weight. I now saw that it held ancient treasures. And the more I dug and discovered, the more I felt myself being steered toward a future I had never imagined for myself. I began to write. I didn't even know I could write. My family helped me knit stories into a book using Halmoni's voice. As her powerful words moved through me I was able to reflect and meditate on the ridiculous life I had fashioned for myself. I could feel my sense of self rising. This sparked a newfound awareness and excitement. I became a spokeswoman on Korean culture, traveling to various college campuses across the country. \"Be proud. Embrace your heritage.\" I said to young Korean American students wearing extra-large, trendy sportswear. But the whole time I was lecturing, I had very little understanding of what that self-concept meant. I was merely talking the talk. I hadn't yet fully embraced my own identity.\n\n<question>:\nWhich statement most closely parallels the author's conclusion about knowledge of the past?\n\n<options>:\nA It is a treasure that should be guarded.\nB It is often most valued during early adulthood.\nC It can enhance appreciation of ancient cultures.\nD It can help individuals attain deeper self-concept.\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>:\nMany years ago, my dad was diagnosed with a serious heart condition. He was unable to work a steady job. He would be fine for a while, but would then fall suddenly ill and have to be admitted to the hospital.\nHe wanted to do something to keep himself busy, so he decided to volunteer at the local children's hospital. My dad loved kids. It was the perfect job for him. He ended up working with the seriously ill children. He would talk, play, and do arts with them. \nOne of his kids was a girl with a rare disease that paralyzed her from the neck down. She couldn't do anything, and she was very depressed. My dad decided to try to help her. He started visiting her in her room, bringing paints, brushes and paper. He stood the paper up, put the paintbrush in his mouth and began to paint. He didn't use his hands at all. All the while he would tell her, \"See, you can do anything you set your mind to.\" \nAt the end of the day, she began to paint using her mouth, and she and my dad became friends. Soon after, the little girl was sent home because the doctors felt there was nothing else they could do for her. My dad also left the children's hospital for a little while because he became ill. Some time later after my dad had recovered and returned to work, in came the little girl who had been paralyzed, but this time she was walking. She ran straight over to my dad and hugged him really tight. She gave him a picture she had done using her hands. At the bottom it read: \"Thank you for helping me walk.\" \nMy dad would cry every time he told us this story and so would we. He would say sometimes love is more powerful than doctors, and my dad - who died just a few months after the little girl gave him the picture - loved every single child in that hospital.\n\n<question>:\nThe author's father worked at the local hospital to _ .\n\n<options>:\nA ease his heart condition\nB keep himself occupied and happy\nC earn money to pay for treatment\nD realize his childhood dream\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>:\nMany years ago, my dad was diagnosed with a serious heart condition. He was unable to work a steady job. He would be fine for a while, but would then fall suddenly ill and have to be admitted to the hospital.\nHe wanted to do something to keep himself busy, so he decided to volunteer at the local children's hospital. My dad loved kids. It was the perfect job for him. He ended up working with the seriously ill children. He would talk, play, and do arts with them. \nOne of his kids was a girl with a rare disease that paralyzed her from the neck down. She couldn't do anything, and she was very depressed. My dad decided to try to help her. He started visiting her in her room, bringing paints, brushes and paper. He stood the paper up, put the paintbrush in his mouth and began to paint. He didn't use his hands at all. All the while he would tell her, \"See, you can do anything you set your mind to.\" \nAt the end of the day, she began to paint using her mouth, and she and my dad became friends. Soon after, the little girl was sent home because the doctors felt there was nothing else they could do for her. My dad also left the children's hospital for a little while because he became ill. Some time later after my dad had recovered and returned to work, in came the little girl who had been paralyzed, but this time she was walking. She ran straight over to my dad and hugged him really tight. She gave him a picture she had done using her hands. At the bottom it read: \"Thank you for helping me walk.\" \nMy dad would cry every time he told us this story and so would we. He would say sometimes love is more powerful than doctors, and my dad - who died just a few months after the little girl gave him the picture - loved every single child in that hospital.\n\n<question>:\nHow did the author's father help the paralyzed little girl?\n\n<options>:\nA He helped her practice walking.\nB He painted special pictures for her.\nC He showed her she could still do things.\nD He visited her and made a toy for her.\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>:\nMany years ago, my dad was diagnosed with a serious heart condition. He was unable to work a steady job. He would be fine for a while, but would then fall suddenly ill and have to be admitted to the hospital.\nHe wanted to do something to keep himself busy, so he decided to volunteer at the local children's hospital. My dad loved kids. It was the perfect job for him. He ended up working with the seriously ill children. He would talk, play, and do arts with them. \nOne of his kids was a girl with a rare disease that paralyzed her from the neck down. She couldn't do anything, and she was very depressed. My dad decided to try to help her. He started visiting her in her room, bringing paints, brushes and paper. He stood the paper up, put the paintbrush in his mouth and began to paint. He didn't use his hands at all. All the while he would tell her, \"See, you can do anything you set your mind to.\" \nAt the end of the day, she began to paint using her mouth, and she and my dad became friends. Soon after, the little girl was sent home because the doctors felt there was nothing else they could do for her. My dad also left the children's hospital for a little while because he became ill. Some time later after my dad had recovered and returned to work, in came the little girl who had been paralyzed, but this time she was walking. She ran straight over to my dad and hugged him really tight. She gave him a picture she had done using her hands. At the bottom it read: \"Thank you for helping me walk.\" \nMy dad would cry every time he told us this story and so would we. He would say sometimes love is more powerful than doctors, and my dad - who died just a few months after the little girl gave him the picture - loved every single child in that hospital.\n\n<question>:\nThe article mainly conveys the message that _ .\n\n<options>:\nA it's better to give than to receive\nB volunteering is a worthwhile thing to do\nC love can sometimes bring great results\nD a sick person should not focus on his disease\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>:\nOn Friday, Japanese researchers announced a population clock that showed a dangerous situation that the Japanese nation would disappear in 1,000 years if the falling birth rate kept the present level. Researchers in the northern city of Sendai said that Japan's population of children aged up to 14, which now stands at 16.6 million, was falling at the rate of one child per 100 seconds. It would lead to a terrible result that there would be no children left in Japan in 1,000 years.\n\"If the rate keeps falling at that rate in our country, there will only be one child who is able to enjoy the following Children's Day left on May 5th, 3011,\" said Hiroshi Yoshida, a professor at Toholu University. \"But 100 seconds later, a national disaster that there are no children left in Japan will happen,\" he added, \"The nation's people will disappear for the birth rate has fallen to the level that every woman has no more than two children, which started in 1975.\" Yoshida said they created the population clock to make Japanese people pay close attention to that problem for their nation's future.\nAnother study showed that Japan's population was expected to fall to one third of the present population amount: 127.7 million in the next century. The Japanese government predicted that the birth rate would just become 1.35 children per parents within 50 years.\nAt the same time, Japanese life expectancy which is expected to ascend from 86.93 years in 2010 to 90.93 years in 2060 for women and from 79.64 years to 84.19 years for men has already been one of the highest in the world. More than 20 percent of the Japanese are aged 65 or over.\nIt means that Japan has become one of the countries with aging populations in the world. The problem of aging populations is a headache for the government and the Japanese economy because there are fewer and fewer workers who can make money for the country. However, the government has to face the terrible situation that it needs to offer a growing number of pensions.\n\n<question>:\nWhy did researchers think Japanese people would disappear in 1,000 years?\n\n<options>:\nA Because the Japanese are afraid of the changing environment.\nB Because Japan will be destroyed by a serious earthquake.\nC Because the birth rate of the nation is at a very low level.\nD Because the country will sink in the Pacific Ocean gradually.\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>:\nOn Friday, Japanese researchers announced a population clock that showed a dangerous situation that the Japanese nation would disappear in 1,000 years if the falling birth rate kept the present level. Researchers in the northern city of Sendai said that Japan's population of children aged up to 14, which now stands at 16.6 million, was falling at the rate of one child per 100 seconds. It would lead to a terrible result that there would be no children left in Japan in 1,000 years.\n\"If the rate keeps falling at that rate in our country, there will only be one child who is able to enjoy the following Children's Day left on May 5th, 3011,\" said Hiroshi Yoshida, a professor at Toholu University. \"But 100 seconds later, a national disaster that there are no children left in Japan will happen,\" he added, \"The nation's people will disappear for the birth rate has fallen to the level that every woman has no more than two children, which started in 1975.\" Yoshida said they created the population clock to make Japanese people pay close attention to that problem for their nation's future.\nAnother study showed that Japan's population was expected to fall to one third of the present population amount: 127.7 million in the next century. The Japanese government predicted that the birth rate would just become 1.35 children per parents within 50 years.\nAt the same time, Japanese life expectancy which is expected to ascend from 86.93 years in 2010 to 90.93 years in 2060 for women and from 79.64 years to 84.19 years for men has already been one of the highest in the world. More than 20 percent of the Japanese are aged 65 or over.\nIt means that Japan has become one of the countries with aging populations in the world. The problem of aging populations is a headache for the government and the Japanese economy because there are fewer and fewer workers who can make money for the country. However, the government has to face the terrible situation that it needs to offer a growing number of pensions.\n\n<question>:\nAccording to Hiroshi Yoshida, on June 1st, 3011 _ .\n\n<options>:\nA Children's Day will be called off\nB 16.6 million Japanese children may die\nC The birth rate of Japan will go up slowly\nD Japan will become a country without children\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>:\nOn Friday, Japanese researchers announced a population clock that showed a dangerous situation that the Japanese nation would disappear in 1,000 years if the falling birth rate kept the present level. Researchers in the northern city of Sendai said that Japan's population of children aged up to 14, which now stands at 16.6 million, was falling at the rate of one child per 100 seconds. It would lead to a terrible result that there would be no children left in Japan in 1,000 years.\n\"If the rate keeps falling at that rate in our country, there will only be one child who is able to enjoy the following Children's Day left on May 5th, 3011,\" said Hiroshi Yoshida, a professor at Toholu University. \"But 100 seconds later, a national disaster that there are no children left in Japan will happen,\" he added, \"The nation's people will disappear for the birth rate has fallen to the level that every woman has no more than two children, which started in 1975.\" Yoshida said they created the population clock to make Japanese people pay close attention to that problem for their nation's future.\nAnother study showed that Japan's population was expected to fall to one third of the present population amount: 127.7 million in the next century. The Japanese government predicted that the birth rate would just become 1.35 children per parents within 50 years.\nAt the same time, Japanese life expectancy which is expected to ascend from 86.93 years in 2010 to 90.93 years in 2060 for women and from 79.64 years to 84.19 years for men has already been one of the highest in the world. More than 20 percent of the Japanese are aged 65 or over.\nIt means that Japan has become one of the countries with aging populations in the world. The problem of aging populations is a headache for the government and the Japanese economy because there are fewer and fewer workers who can make money for the country. However, the government has to face the terrible situation that it needs to offer a growing number of pensions.\n\n<question>:\nJapanese researchers created the population clock in order to _ .\n\n<options>:\nA let the Japanese give special importance to the population problems\nB show the change of the Japanese population since 1975\nC explain the reason why there is a low birth rate in Japan\nD tell people that the Japanese life expectancy is the highest\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>:\nOn Friday, Japanese researchers announced a population clock that showed a dangerous situation that the Japanese nation would disappear in 1,000 years if the falling birth rate kept the present level. Researchers in the northern city of Sendai said that Japan's population of children aged up to 14, which now stands at 16.6 million, was falling at the rate of one child per 100 seconds. It would lead to a terrible result that there would be no children left in Japan in 1,000 years.\n\"If the rate keeps falling at that rate in our country, there will only be one child who is able to enjoy the following Children's Day left on May 5th, 3011,\" said Hiroshi Yoshida, a professor at Toholu University. \"But 100 seconds later, a national disaster that there are no children left in Japan will happen,\" he added, \"The nation's people will disappear for the birth rate has fallen to the level that every woman has no more than two children, which started in 1975.\" Yoshida said they created the population clock to make Japanese people pay close attention to that problem for their nation's future.\nAnother study showed that Japan's population was expected to fall to one third of the present population amount: 127.7 million in the next century. The Japanese government predicted that the birth rate would just become 1.35 children per parents within 50 years.\nAt the same time, Japanese life expectancy which is expected to ascend from 86.93 years in 2010 to 90.93 years in 2060 for women and from 79.64 years to 84.19 years for men has already been one of the highest in the world. More than 20 percent of the Japanese are aged 65 or over.\nIt means that Japan has become one of the countries with aging populations in the world. The problem of aging populations is a headache for the government and the Japanese economy because there are fewer and fewer workers who can make money for the country. However, the government has to face the terrible situation that it needs to offer a growing number of pensions.\n\n<question>:\nAccording to the passage, what will happen in Japan in the following 100 years?\n\n<options>:\nA The life expectancy will be 90.93 years for women.\nB The government will receive a growing number of pensions.\nC The birth rate will be 1.35 children per family.\nD The population of Japan may only be about 42 million.\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>:\nOn Friday, Japanese researchers announced a population clock that showed a dangerous situation that the Japanese nation would disappear in 1,000 years if the falling birth rate kept the present level. Researchers in the northern city of Sendai said that Japan's population of children aged up to 14, which now stands at 16.6 million, was falling at the rate of one child per 100 seconds. It would lead to a terrible result that there would be no children left in Japan in 1,000 years.\n\"If the rate keeps falling at that rate in our country, there will only be one child who is able to enjoy the following Children's Day left on May 5th, 3011,\" said Hiroshi Yoshida, a professor at Toholu University. \"But 100 seconds later, a national disaster that there are no children left in Japan will happen,\" he added, \"The nation's people will disappear for the birth rate has fallen to the level that every woman has no more than two children, which started in 1975.\" Yoshida said they created the population clock to make Japanese people pay close attention to that problem for their nation's future.\nAnother study showed that Japan's population was expected to fall to one third of the present population amount: 127.7 million in the next century. The Japanese government predicted that the birth rate would just become 1.35 children per parents within 50 years.\nAt the same time, Japanese life expectancy which is expected to ascend from 86.93 years in 2010 to 90.93 years in 2060 for women and from 79.64 years to 84.19 years for men has already been one of the highest in the world. More than 20 percent of the Japanese are aged 65 or over.\nIt means that Japan has become one of the countries with aging populations in the world. The problem of aging populations is a headache for the government and the Japanese economy because there are fewer and fewer workers who can make money for the country. However, the government has to face the terrible situation that it needs to offer a growing number of pensions.\n\n<question>:\nThe passage is probably taken from a _ .\n\n<options>:\nA travel magazine\nB science book\nC news web\nD medical report\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>:\nChinese writer Mo Yan has won the 2012 Nobel Prize in Literature, announced the Swedish Academy in Stockholm on Thursday.The win makes Mo Yan the first Chinese citizen to win the Nobel in its III-year history.Informed of his win today, the author, who was having dinner at home, was \"overjoyed and scared\".\nBorn in 1955 to parents who were farmers, Mo Yan-a pen name for Guan Moye,grew up in Gaomi in Shandong province in eastern China. At the age of 12, he left school to work, first in agriculture, later in a factory. In 1976 he joined the army and during this time began to study literature and writing.\nHe published his first book in 1981, but found literary success in 1987 with Hong Gaoliang Jiazu, which was successfully filmed in the same year, directed by famous Chinese director Zhang Yimou. In his writing, Mo Yan draws on his youthful experiences and on settings in the province of his birth and his works show the life of Chinese people as well as the country's unique culture and folk customs. Mo Yan is known as a prolific writer. In addition to his novels, he has published many short stories and essays on various topics. Despite his social criticism, he is seen in his homeland as one of the most famous contemporary authors. Dozens of his works have been translated into English, French, Japanese and many other languages.\nThe awarding ceremony will be held on December 10.The winner will win a medal, a personal diploma and a cash award of about $l million.\n\n<question>:\nHow did Mo Yan feel when he was told about the news?\n\n<options>:\nA Excited and proud.\nB Happy and surprised.\nC Worried and cautious\nD Uncertain and shocked.\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 writer Mo Yan has won the 2012 Nobel Prize in Literature, announced the Swedish Academy in Stockholm on Thursday.The win makes Mo Yan the first Chinese citizen to win the Nobel in its III-year history.Informed of his win today, the author, who was having dinner at home, was \"overjoyed and scared\".\nBorn in 1955 to parents who were farmers, Mo Yan-a pen name for Guan Moye,grew up in Gaomi in Shandong province in eastern China. At the age of 12, he left school to work, first in agriculture, later in a factory. In 1976 he joined the army and during this time began to study literature and writing.\nHe published his first book in 1981, but found literary success in 1987 with Hong Gaoliang Jiazu, which was successfully filmed in the same year, directed by famous Chinese director Zhang Yimou. In his writing, Mo Yan draws on his youthful experiences and on settings in the province of his birth and his works show the life of Chinese people as well as the country's unique culture and folk customs. Mo Yan is known as a prolific writer. In addition to his novels, he has published many short stories and essays on various topics. Despite his social criticism, he is seen in his homeland as one of the most famous contemporary authors. Dozens of his works have been translated into English, French, Japanese and many other languages.\nThe awarding ceremony will be held on December 10.The winner will win a medal, a personal diploma and a cash award of about $l million.\n\n<question>:\nMo Yan developed his ability for writing when he was _ .\n\n<options>:\nA on a farm\nB in a factory\nC in a school\nD in the army\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>:\nChinese writer Mo Yan has won the 2012 Nobel Prize in Literature, announced the Swedish Academy in Stockholm on Thursday.The win makes Mo Yan the first Chinese citizen to win the Nobel in its III-year history.Informed of his win today, the author, who was having dinner at home, was \"overjoyed and scared\".\nBorn in 1955 to parents who were farmers, Mo Yan-a pen name for Guan Moye,grew up in Gaomi in Shandong province in eastern China. At the age of 12, he left school to work, first in agriculture, later in a factory. In 1976 he joined the army and during this time began to study literature and writing.\nHe published his first book in 1981, but found literary success in 1987 with Hong Gaoliang Jiazu, which was successfully filmed in the same year, directed by famous Chinese director Zhang Yimou. In his writing, Mo Yan draws on his youthful experiences and on settings in the province of his birth and his works show the life of Chinese people as well as the country's unique culture and folk customs. Mo Yan is known as a prolific writer. In addition to his novels, he has published many short stories and essays on various topics. Despite his social criticism, he is seen in his homeland as one of the most famous contemporary authors. Dozens of his works have been translated into English, French, Japanese and many other languages.\nThe awarding ceremony will be held on December 10.The winner will win a medal, a personal diploma and a cash award of about $l million.\n\n<question>:\nOne of Mo Yan's characteristics of writing is that he\n\n<options>:\nA writes about topics he is familiar with\nB focuses on social problems in the country\nC describes his characters in a unique way\nD explains difficult matters in simple words\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 writer Mo Yan has won the 2012 Nobel Prize in Literature, announced the Swedish Academy in Stockholm on Thursday.The win makes Mo Yan the first Chinese citizen to win the Nobel in its III-year history.Informed of his win today, the author, who was having dinner at home, was \"overjoyed and scared\".\nBorn in 1955 to parents who were farmers, Mo Yan-a pen name for Guan Moye,grew up in Gaomi in Shandong province in eastern China. At the age of 12, he left school to work, first in agriculture, later in a factory. In 1976 he joined the army and during this time began to study literature and writing.\nHe published his first book in 1981, but found literary success in 1987 with Hong Gaoliang Jiazu, which was successfully filmed in the same year, directed by famous Chinese director Zhang Yimou. In his writing, Mo Yan draws on his youthful experiences and on settings in the province of his birth and his works show the life of Chinese people as well as the country's unique culture and folk customs. Mo Yan is known as a prolific writer. In addition to his novels, he has published many short stories and essays on various topics. Despite his social criticism, he is seen in his homeland as one of the most famous contemporary authors. Dozens of his works have been translated into English, French, Japanese and many other languages.\nThe awarding ceremony will be held on December 10.The winner will win a medal, a personal diploma and a cash award of about $l million.\n\n<question>:\nWhat's the best title for this passage?\n\n<options>:\nA How Mo Yan Gets Nobel Prize\nB An Introduction to Nobel Prize\nC Mo Yan Wins Nobel Prize in Literature\nD A World Famous Writer, Mo Yan\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>:\nA team led by Professor Theoder Berger, from the University of Southern California, can now manipulate brain cells in rats so that memories stored in the hippocampus, a brain area crucial for memory formation, are activated or suppressed . It's said that _ could one day have medical applications.\nIn the study, researcher first trained rats to remember which of two levers they pressed first, then to press the other lever.\nAs the rats performed the task, the scientists carefully monitored the electrical activity in each creature's hippocampus to find the pattern of nerve-cell activity involved in making a solid memory.\nUsing the same glass needles they had used to record the nerve activity, they stimulated nerves in the same pattern and found that the animals' performance in the task got even better. The rats made fewer errors and were able to remember which lever was the\"correct\"one for a longer period of time.\nThe scientists went a step further and suppressed the rats' memories with a drug called Mk801, which caused them to forget their task. When the animals' brain cells were later stimulated with the\"correct\"pattern, they remembered again which lever to press.\n\"What's really exciting about this study is that when they played back the'good' patterns--the patterns when the animal got the task right--it did appear to improve memory,\"said Dean Buonomano, an associate professor at the University of California.\nThe final goal, Berger said, is to help people with stroke and epilepsy and the like strengthen memories and to help doctors treat them. The technology might even help sufferers of post-traumatic stress disorder.\nBut first, researchers would have to show that they can stimulate or suppress far more complex memories than the ones in the rat experiment.\n\"Here ,it's a simple task,\"Buonomano said. In contrast, humans' memories are very rich and specific...\n\"We have very many steps to go before this can be achieved,\"he said.\n\n<question>:\nWhen their nerves were stimulated, the rats _ .\n\n<options>:\nA forgot their task\nB completed the task better\nC made no errors in their task\nD remembered which lever they had pressed for a shorter time\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>:\nA team led by Professor Theoder Berger, from the University of Southern California, can now manipulate brain cells in rats so that memories stored in the hippocampus, a brain area crucial for memory formation, are activated or suppressed . It's said that _ could one day have medical applications.\nIn the study, researcher first trained rats to remember which of two levers they pressed first, then to press the other lever.\nAs the rats performed the task, the scientists carefully monitored the electrical activity in each creature's hippocampus to find the pattern of nerve-cell activity involved in making a solid memory.\nUsing the same glass needles they had used to record the nerve activity, they stimulated nerves in the same pattern and found that the animals' performance in the task got even better. The rats made fewer errors and were able to remember which lever was the\"correct\"one for a longer period of time.\nThe scientists went a step further and suppressed the rats' memories with a drug called Mk801, which caused them to forget their task. When the animals' brain cells were later stimulated with the\"correct\"pattern, they remembered again which lever to press.\n\"What's really exciting about this study is that when they played back the'good' patterns--the patterns when the animal got the task right--it did appear to improve memory,\"said Dean Buonomano, an associate professor at the University of California.\nThe final goal, Berger said, is to help people with stroke and epilepsy and the like strengthen memories and to help doctors treat them. The technology might even help sufferers of post-traumatic stress disorder.\nBut first, researchers would have to show that they can stimulate or suppress far more complex memories than the ones in the rat experiment.\n\"Here ,it's a simple task,\"Buonomano said. In contrast, humans' memories are very rich and specific...\n\"We have very many steps to go before this can be achieved,\"he said.\n\n<question>:\nWhat can we infer from the article?\n\n<options>:\nA MK801 is a drug that can be used to stimulate nerves.\nB The study is expected to be used to help stroke and epilepsy patients recover completely.\nC Using the study to improve humans' memories still face many challenges.\nD Researchers have studied far more complex memories than the ones in the rat experiment.\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>:\nYour teenage daughter is supposed to be doing homework, but you catch her chatting online. She tells you that she's talking about the math test tomorrow. Before your eyes start rolling, listen up: teens are using social networking sites for more than just gossip, according to a new study by the National School Boards Association.\nThe students who took part in the online survey, aged 9 to 17, said they spent almost as much time on social networking online as they did watching television. And it is what these kids are talking about online that is causing such a cheer: education. Of the students who took part in the study 60 percent reported that some of the most popular social networking topics were college planning, learning outside of school, careers, and schoolwork. They also reported posting writing and art projects that might have nothing to do with schoolwork.\nAnn Flynn, director of education technology for the National School Boards Association, says\n social networking tools into educational\n is the way forward. Flynn says a school in Cleveland, Ohio is posting students' book reports on a blog for students of their own ages, parents and other teachers to read and comment on. \"If someone reacts other than the teacher, a child is much more likely to take an assignment seriously,\" Flynn says.\nNot only students but also parents can benefit. Now parents can go online and know what the class is doing. So, next time your child says her blog is educational, get curious, sit down and check out the blog with her. You might just learn something new yourself.\n\n<question>:\nWe can infer from the text that Ann Flynn _ .\n\n<options>:\nA supports students in using social networking sites\nB used to think badly of students' using social networking sites\nC suggests schools set up their own social networking sites\nD suggests teachers inspect what students do on social networking sites\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>:\nYour teenage daughter is supposed to be doing homework, but you catch her chatting online. She tells you that she's talking about the math test tomorrow. Before your eyes start rolling, listen up: teens are using social networking sites for more than just gossip, according to a new study by the National School Boards Association.\nThe students who took part in the online survey, aged 9 to 17, said they spent almost as much time on social networking online as they did watching television. And it is what these kids are talking about online that is causing such a cheer: education. Of the students who took part in the study 60 percent reported that some of the most popular social networking topics were college planning, learning outside of school, careers, and schoolwork. They also reported posting writing and art projects that might have nothing to do with schoolwork.\nAnn Flynn, director of education technology for the National School Boards Association, says\n social networking tools into educational\n is the way forward. Flynn says a school in Cleveland, Ohio is posting students' book reports on a blog for students of their own ages, parents and other teachers to read and comment on. \"If someone reacts other than the teacher, a child is much more likely to take an assignment seriously,\" Flynn says.\nNot only students but also parents can benefit. Now parents can go online and know what the class is doing. So, next time your child says her blog is educational, get curious, sit down and check out the blog with her. You might just learn something new yourself.\n\n<question>:\nHow does the school in Cleveland mentioned in the text use social net-working sites?\n\n<options>:\nA It asks each student to keep a blog.\nB It invites parents to comment on students' work.\nC It welcomes comments on students' book reports online.\nD It lets students keep in touch with their teachers online.\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>:\nYour teenage daughter is supposed to be doing homework, but you catch her chatting online. She tells you that she's talking about the math test tomorrow. Before your eyes start rolling, listen up: teens are using social networking sites for more than just gossip, according to a new study by the National School Boards Association.\nThe students who took part in the online survey, aged 9 to 17, said they spent almost as much time on social networking online as they did watching television. And it is what these kids are talking about online that is causing such a cheer: education. Of the students who took part in the study 60 percent reported that some of the most popular social networking topics were college planning, learning outside of school, careers, and schoolwork. They also reported posting writing and art projects that might have nothing to do with schoolwork.\nAnn Flynn, director of education technology for the National School Boards Association, says\n social networking tools into educational\n is the way forward. Flynn says a school in Cleveland, Ohio is posting students' book reports on a blog for students of their own ages, parents and other teachers to read and comment on. \"If someone reacts other than the teacher, a child is much more likely to take an assignment seriously,\" Flynn says.\nNot only students but also parents can benefit. Now parents can go online and know what the class is doing. So, next time your child says her blog is educational, get curious, sit down and check out the blog with her. You might just learn something new yourself.\n\n<question>:\nA student will not probably take an assignment seriously if he gets comments from _ .\n\n<options>:\nA a stranger\nB his teachers\nC his parents\nD his classmates\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>:\nYour teenage daughter is supposed to be doing homework, but you catch her chatting online. She tells you that she's talking about the math test tomorrow. Before your eyes start rolling, listen up: teens are using social networking sites for more than just gossip, according to a new study by the National School Boards Association.\nThe students who took part in the online survey, aged 9 to 17, said they spent almost as much time on social networking online as they did watching television. And it is what these kids are talking about online that is causing such a cheer: education. Of the students who took part in the study 60 percent reported that some of the most popular social networking topics were college planning, learning outside of school, careers, and schoolwork. They also reported posting writing and art projects that might have nothing to do with schoolwork.\nAnn Flynn, director of education technology for the National School Boards Association, says\n social networking tools into educational\n is the way forward. Flynn says a school in Cleveland, Ohio is posting students' book reports on a blog for students of their own ages, parents and other teachers to read and comment on. \"If someone reacts other than the teacher, a child is much more likely to take an assignment seriously,\" Flynn says.\nNot only students but also parents can benefit. Now parents can go online and know what the class is doing. So, next time your child says her blog is educational, get curious, sit down and check out the blog with her. You might just learn something new yourself.\n\n<question>:\nWhy can parents benefit from social networking sites?\n\n<options>:\nA Because parents can make a lot of friends online.\nB Because parents can help their children with their schoolwork.\nC Because parents can know their children's learning at school.\nD Because parents can keep up with social development.\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 market is a concept. If you are growing tomatoes in your backyard for sale you are producing for the market. You might sell some to your neighbor and some to the local manager of the supermarket. But in either case, you are producing for the market. Your efforts are being directed by the market. If people stop buying tomatoes, you will stop producing them.\nIf you take care of a sick person to earn money, you are producing for the market. If your father is a steel worker or a truck driver or a doctor or a grocer, he is producing goods or service for the market.\nWhen you spend your income, you are buying things from the market. You may spend money in stores, supermarkets, gas stations and restaurants. Still you are buying from the market. When the local grocer hires you to drive the delivery truck, he is buying your labor in the labor market.\nThe market may be something abstract . But for each person or business that is making and selling something, it is very _ . If nobody buys your tomatoes, it won't be long before you get the message. The market is telling you something. It is telling you that you are using energies and resources in doing something the market doesn't want you to do.\n\n<question>:\nWhich of the following would be the best title of the passage?\n\n<options>:\nA Selling and Buying.\nB Everything you do is producing for the market.\nC What is the market?\nD What the market can do for you.\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 market is a concept. If you are growing tomatoes in your backyard for sale you are producing for the market. You might sell some to your neighbor and some to the local manager of the supermarket. But in either case, you are producing for the market. Your efforts are being directed by the market. If people stop buying tomatoes, you will stop producing them.\nIf you take care of a sick person to earn money, you are producing for the market. If your father is a steel worker or a truck driver or a doctor or a grocer, he is producing goods or service for the market.\nWhen you spend your income, you are buying things from the market. You may spend money in stores, supermarkets, gas stations and restaurants. Still you are buying from the market. When the local grocer hires you to drive the delivery truck, he is buying your labor in the labor market.\nThe market may be something abstract . But for each person or business that is making and selling something, it is very _ . If nobody buys your tomatoes, it won't be long before you get the message. The market is telling you something. It is telling you that you are using energies and resources in doing something the market doesn't want you to do.\n\n<question>:\nAll of the following acts are producing for the market except _ .\n\n<options>:\nA working in a bank\nB attending a night school\nC driving a taxi\nD growing beans for sale\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 market is a concept. If you are growing tomatoes in your backyard for sale you are producing for the market. You might sell some to your neighbor and some to the local manager of the supermarket. But in either case, you are producing for the market. Your efforts are being directed by the market. If people stop buying tomatoes, you will stop producing them.\nIf you take care of a sick person to earn money, you are producing for the market. If your father is a steel worker or a truck driver or a doctor or a grocer, he is producing goods or service for the market.\nWhen you spend your income, you are buying things from the market. You may spend money in stores, supermarkets, gas stations and restaurants. Still you are buying from the market. When the local grocer hires you to drive the delivery truck, he is buying your labor in the labor market.\nThe market may be something abstract . But for each person or business that is making and selling something, it is very _ . If nobody buys your tomatoes, it won't be long before you get the message. The market is telling you something. It is telling you that you are using energies and resources in doing something the market doesn't want you to do.\n\n<question>:\nYou are buying from the market when you _ .\n\n<options>:\nA borrow a book from the library\nB drive to the seaside for a holiday\nC look after your children\nD dine at restaurant\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>:\nA visit to a museum contributes to our education. The British Museum is a great building in our London, not far from London University. Thousands of visitors go to it every year to see the rare, strange and beautiful things it contains. What interests many people more than anything else is the large library, in which there are millions of books. You can find any English book you want there, and many books in foreign languages or translated into English. The library is also a reading room, with tables and chairs for students who wish to study; but if you want to borrow books to read there you must first get a reader's ticket from the office. One can't borrow books to take away.\nIn other parts of the museum there are rooms and halls containing things which have been brought from countries all over the world. They help us to understand the history of foreign lands, and the people who live in them. Some of the things which have been dug up in places where old cities once stood were being worn out or used by men and women thousands of years ago. These cities now lie buried, covered with many feet of earth.\nOn the way out you can buy pictures of the most interesting things that are shown in the museum.\n\n<question>:\nWhy do many people like visiting museums?\n\n<options>:\nA because they like sightseeing in the museums.\nB Because people like to go there if they have nothing to do.\nC Because visits to museums can help gain knowledge.\nD Because museums give them relaxation from their work and study.\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>:\nA visit to a museum contributes to our education. The British Museum is a great building in our London, not far from London University. Thousands of visitors go to it every year to see the rare, strange and beautiful things it contains. What interests many people more than anything else is the large library, in which there are millions of books. You can find any English book you want there, and many books in foreign languages or translated into English. The library is also a reading room, with tables and chairs for students who wish to study; but if you want to borrow books to read there you must first get a reader's ticket from the office. One can't borrow books to take away.\nIn other parts of the museum there are rooms and halls containing things which have been brought from countries all over the world. They help us to understand the history of foreign lands, and the people who live in them. Some of the things which have been dug up in places where old cities once stood were being worn out or used by men and women thousands of years ago. These cities now lie buried, covered with many feet of earth.\nOn the way out you can buy pictures of the most interesting things that are shown in the museum.\n\n<question>:\nWhat interests people more than anything else in the museum?\n\n<options>:\nA Its large library.\nB The structure of the building.\nC The books of the museum.\nD The history of the library.\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>:\nA visit to a museum contributes to our education. The British Museum is a great building in our London, not far from London University. Thousands of visitors go to it every year to see the rare, strange and beautiful things it contains. What interests many people more than anything else is the large library, in which there are millions of books. You can find any English book you want there, and many books in foreign languages or translated into English. The library is also a reading room, with tables and chairs for students who wish to study; but if you want to borrow books to read there you must first get a reader's ticket from the office. One can't borrow books to take away.\nIn other parts of the museum there are rooms and halls containing things which have been brought from countries all over the world. They help us to understand the history of foreign lands, and the people who live in them. Some of the things which have been dug up in places where old cities once stood were being worn out or used by men and women thousands of years ago. These cities now lie buried, covered with many feet of earth.\nOn the way out you can buy pictures of the most interesting things that are shown in the museum.\n\n<question>:\nAs a foreigner, if you have a chance to go to the museum, you would think EXCEPT _ .\n\n<options>:\nA UK is a great country to get so many things showed in the museum\nB UK shows its long history in the great museum\nC UK must have paid great effort to get things from other countries\nD All the books are not allowed to be borrowed away in order not to cause them lost\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>:\nA visit to a museum contributes to our education. The British Museum is a great building in our London, not far from London University. Thousands of visitors go to it every year to see the rare, strange and beautiful things it contains. What interests many people more than anything else is the large library, in which there are millions of books. You can find any English book you want there, and many books in foreign languages or translated into English. The library is also a reading room, with tables and chairs for students who wish to study; but if you want to borrow books to read there you must first get a reader's ticket from the office. One can't borrow books to take away.\nIn other parts of the museum there are rooms and halls containing things which have been brought from countries all over the world. They help us to understand the history of foreign lands, and the people who live in them. Some of the things which have been dug up in places where old cities once stood were being worn out or used by men and women thousands of years ago. These cities now lie buried, covered with many feet of earth.\nOn the way out you can buy pictures of the most interesting things that are shown in the museum.\n\n<question>:\nFrom the text we can infer that _ .\n\n<options>:\nA the writer of the text is probably British\nB the museum is the greatest cultural center of the world\nC the British Museum is the best museum in the world\nD people in the world may know about the great museum\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>:\nShyness equals losing opportunities, less pleasure and fewer social connections, but there are ways to make it a thing of the past.\nWhen I was fifteen, I was shy. I remember an attractive girl trying to talk with me. My shyness made me focus on me instead of her. I heard my own voice but not hers and I thought about what I was trying to say instead of what she was trying to say.\nTo overcome shyness you need to learn to relax. This gives you the space to practice certain conversational skills. Relaxed socializing is so pleasurable. To start reducing your own shyness, I want you to absorb the following tips and ideas and start to put them into practice.\nFocus your attention away from yourself. Notice what other people are wearing and make a mental note, listen to their conversation, imagine where they might live, and make a point of remembering names. Not only does this give you more to talk about, it also reduces social anxiety, leaving you feeling calmer.\nAsk people open questions. Many people like to talk about themselves and will find you interesting if you find them interesting. Ask questions that require more than a \"yes\" or \"no\" response such as \"What do you like about this place?' rather than \"Do you like this place?\" Once they have answered, you can use add-on questions connected with the first such as \"What other places do you like in this city?\" Next you can express your views. This is a great way to get the conversation going.\nNow I love meeting new people and suspect that my current social confidence would be unrecognizable to my fifteen-year-old self.\n\n<question>:\nThe author didn't pay attention to what the girl was saying because _ .\n\n<options>:\nA her voice was very low\nB he was shy and nervous\nC he was attracted by her appearance\nD he wasn't interested in her topic\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>:\nShyness equals losing opportunities, less pleasure and fewer social connections, but there are ways to make it a thing of the past.\nWhen I was fifteen, I was shy. I remember an attractive girl trying to talk with me. My shyness made me focus on me instead of her. I heard my own voice but not hers and I thought about what I was trying to say instead of what she was trying to say.\nTo overcome shyness you need to learn to relax. This gives you the space to practice certain conversational skills. Relaxed socializing is so pleasurable. To start reducing your own shyness, I want you to absorb the following tips and ideas and start to put them into practice.\nFocus your attention away from yourself. Notice what other people are wearing and make a mental note, listen to their conversation, imagine where they might live, and make a point of remembering names. Not only does this give you more to talk about, it also reduces social anxiety, leaving you feeling calmer.\nAsk people open questions. Many people like to talk about themselves and will find you interesting if you find them interesting. Ask questions that require more than a \"yes\" or \"no\" response such as \"What do you like about this place?' rather than \"Do you like this place?\" Once they have answered, you can use add-on questions connected with the first such as \"What other places do you like in this city?\" Next you can express your views. This is a great way to get the conversation going.\nNow I love meeting new people and suspect that my current social confidence would be unrecognizable to my fifteen-year-old self.\n\n<question>:\nTo get rid of your shyness, you should _ .\n\n<options>:\nA pay much attention to yourself\nB find a beautiful girl to talk with\nC learn to talk to others in a relaxed way\nD ask people some interesting questions\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>:\nShyness equals losing opportunities, less pleasure and fewer social connections, but there are ways to make it a thing of the past.\nWhen I was fifteen, I was shy. I remember an attractive girl trying to talk with me. My shyness made me focus on me instead of her. I heard my own voice but not hers and I thought about what I was trying to say instead of what she was trying to say.\nTo overcome shyness you need to learn to relax. This gives you the space to practice certain conversational skills. Relaxed socializing is so pleasurable. To start reducing your own shyness, I want you to absorb the following tips and ideas and start to put them into practice.\nFocus your attention away from yourself. Notice what other people are wearing and make a mental note, listen to their conversation, imagine where they might live, and make a point of remembering names. Not only does this give you more to talk about, it also reduces social anxiety, leaving you feeling calmer.\nAsk people open questions. Many people like to talk about themselves and will find you interesting if you find them interesting. Ask questions that require more than a \"yes\" or \"no\" response such as \"What do you like about this place?' rather than \"Do you like this place?\" Once they have answered, you can use add-on questions connected with the first such as \"What other places do you like in this city?\" Next you can express your views. This is a great way to get the conversation going.\nNow I love meeting new people and suspect that my current social confidence would be unrecognizable to my fifteen-year-old self.\n\n<question>:\nIt can be inferred from the text that _ .\n\n<options>:\nA people will notice our appearance if we focus on their looks\nB shy people will have no friends unless they change themselves\nC shy people may suffer a great deal and may be less happy\nD girls like to show off their voices in front of boys\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>:\nShyness equals losing opportunities, less pleasure and fewer social connections, but there are ways to make it a thing of the past.\nWhen I was fifteen, I was shy. I remember an attractive girl trying to talk with me. My shyness made me focus on me instead of her. I heard my own voice but not hers and I thought about what I was trying to say instead of what she was trying to say.\nTo overcome shyness you need to learn to relax. This gives you the space to practice certain conversational skills. Relaxed socializing is so pleasurable. To start reducing your own shyness, I want you to absorb the following tips and ideas and start to put them into practice.\nFocus your attention away from yourself. Notice what other people are wearing and make a mental note, listen to their conversation, imagine where they might live, and make a point of remembering names. Not only does this give you more to talk about, it also reduces social anxiety, leaving you feeling calmer.\nAsk people open questions. Many people like to talk about themselves and will find you interesting if you find them interesting. Ask questions that require more than a \"yes\" or \"no\" response such as \"What do you like about this place?' rather than \"Do you like this place?\" Once they have answered, you can use add-on questions connected with the first such as \"What other places do you like in this city?\" Next you can express your views. This is a great way to get the conversation going.\nNow I love meeting new people and suspect that my current social confidence would be unrecognizable to my fifteen-year-old self.\n\n<question>:\nWhich of the following questions will the author probably advise us to ask?\n\n<options>:\nA What a lovely day, isn't it?\nB Do you like playing basketball?\nC Do you think he will pass the exam?\nD Why do you find that English is hard to learn?\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 week my youngest son and I visited my father at his new home in Tucson, Arizona. He moved there a few years ago, and I was eager to see his new place and meet his friends.\nMy earliest memories of my father are a tall, handsome, successful man devoted to his work and his family, but uncomfortable with his children. He seemed to expect too much of me. He seemed unhappy with me unless I got straight A's and unhappy with my boyfriends if their fathers were not as \"successful\" as he was. Whenever I went out with him on weekends, I used to feel very nervous.\nOn the first day of my visit, we went out with one of my father's friends for lunch at an outdoor cafe. We talked along that afternoon, did some shopping, ate on the street table, and laughed over my son's funny facial expressions. Gone was my father's critical air and strict rules. After my visit to Tucson , My father seemed to be so friendly and gentle. What had held him back before?\nThe next day dad pulled out his childhood pictures and told me quite a few stories about his own childhood. Although our times together became easier over the years, I never felt closer to him at that moment. After so many years, I'm at last seeing another side of my father. And in doing so, I'm delighted with _ . My dad, in his new home in Arizona, is back to me from where he was.\n\n<question>:\nWhy did the writer feel uncomfortable about her father as a young adult?\n\n<options>:\nA He was silent most of the time.\nB He was too proud of himself.\nC He did not love his children.\nD He expected too much of her.\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 week my youngest son and I visited my father at his new home in Tucson, Arizona. He moved there a few years ago, and I was eager to see his new place and meet his friends.\nMy earliest memories of my father are a tall, handsome, successful man devoted to his work and his family, but uncomfortable with his children. He seemed to expect too much of me. He seemed unhappy with me unless I got straight A's and unhappy with my boyfriends if their fathers were not as \"successful\" as he was. Whenever I went out with him on weekends, I used to feel very nervous.\nOn the first day of my visit, we went out with one of my father's friends for lunch at an outdoor cafe. We talked along that afternoon, did some shopping, ate on the street table, and laughed over my son's funny facial expressions. Gone was my father's critical air and strict rules. After my visit to Tucson , My father seemed to be so friendly and gentle. What had held him back before?\nThe next day dad pulled out his childhood pictures and told me quite a few stories about his own childhood. Although our times together became easier over the years, I never felt closer to him at that moment. After so many years, I'm at last seeing another side of my father. And in doing so, I'm delighted with _ . My dad, in his new home in Arizona, is back to me from where he was.\n\n<question>:\nWhen the writer went out with her father on weekends, she would feel very _ .\n\n<options>:\nA nervous\nB sorry\nC tired\nD safe\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>:\nLast week my youngest son and I visited my father at his new home in Tucson, Arizona. He moved there a few years ago, and I was eager to see his new place and meet his friends.\nMy earliest memories of my father are a tall, handsome, successful man devoted to his work and his family, but uncomfortable with his children. He seemed to expect too much of me. He seemed unhappy with me unless I got straight A's and unhappy with my boyfriends if their fathers were not as \"successful\" as he was. Whenever I went out with him on weekends, I used to feel very nervous.\nOn the first day of my visit, we went out with one of my father's friends for lunch at an outdoor cafe. We talked along that afternoon, did some shopping, ate on the street table, and laughed over my son's funny facial expressions. Gone was my father's critical air and strict rules. After my visit to Tucson , My father seemed to be so friendly and gentle. What had held him back before?\nThe next day dad pulled out his childhood pictures and told me quite a few stories about his own childhood. Although our times together became easier over the years, I never felt closer to him at that moment. After so many years, I'm at last seeing another side of my father. And in doing so, I'm delighted with _ . My dad, in his new home in Arizona, is back to me from where he was.\n\n<question>:\nWhat does the writer think of her father after her visit to Tucson?\n\n<options>:\nA More critical.\nB More talkative\nC friendly and gentle\nD Strict and hard-working.\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 we know, it is very important that a firm should pay attention to the training of its staff as there exist many weak points in its various departments. Staff training must have a purpose, which I defined when a firm considers its training needs, which are in turn based on job descriptions and job specifications.\nA job description should give details of the performance that is required for a particular job, and a job specification should give information about the behaviour, knowledge and skills that are expected of an employee who works in it. When all of this has been collected, it is possible to make a training specification. This specifies that the training department must teach for the successful performance of the job, and also the best methods to use in the training period.\nThere are many different training methods, and there are advantages and disadvantages of all of them. Successful training performances depend on an understanding of the difference between learning about skills and training in using them. It is frequently said that learning about skills takes place \"off the job\" in classroom, but training in using these skills takes place \"on the job,\" by means of such activities as practice in the workshop.\nIt's always difficult to evaluate the costs of a training programme. The success of such a programme depends not only on the methods used but also on the quality of the staff who do the training. The evaluation of management training is much more complex than that.\n\n<question>:\nTo be successful in our training programme, we must understand the difference between_.\n\n<options>:\nA a job description and a job specification\nB what is taught, and how it is taught\nC the costs and the quality of the programme\nD the training contents and training in using\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 we know, it is very important that a firm should pay attention to the training of its staff as there exist many weak points in its various departments. Staff training must have a purpose, which I defined when a firm considers its training needs, which are in turn based on job descriptions and job specifications.\nA job description should give details of the performance that is required for a particular job, and a job specification should give information about the behaviour, knowledge and skills that are expected of an employee who works in it. When all of this has been collected, it is possible to make a training specification. This specifies that the training department must teach for the successful performance of the job, and also the best methods to use in the training period.\nThere are many different training methods, and there are advantages and disadvantages of all of them. Successful training performances depend on an understanding of the difference between learning about skills and training in using them. It is frequently said that learning about skills takes place \"off the job\" in classroom, but training in using these skills takes place \"on the job,\" by means of such activities as practice in the workshop.\nIt's always difficult to evaluate the costs of a training programme. The success of such a programme depends not only on the methods used but also on the quality of the staff who do the training. The evaluation of management training is much more complex than that.\n\n<question>:\nAccording to passage, which of the following statements is NOT true?\n\n<options>:\nA As there exist weak points in different departments of a firm, the training of its staff is \nhighly necessary.\nB A training specification is based on the information collected from a job description and a job specification.\nC Training in using skills and learning about skills usually do not happen at the same time.\nD It's easier to evaluate management training than to evaluate the training of workers and technicians.\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 we know, it is very important that a firm should pay attention to the training of its staff as there exist many weak points in its various departments. Staff training must have a purpose, which I defined when a firm considers its training needs, which are in turn based on job descriptions and job specifications.\nA job description should give details of the performance that is required for a particular job, and a job specification should give information about the behaviour, knowledge and skills that are expected of an employee who works in it. When all of this has been collected, it is possible to make a training specification. This specifies that the training department must teach for the successful performance of the job, and also the best methods to use in the training period.\nThere are many different training methods, and there are advantages and disadvantages of all of them. Successful training performances depend on an understanding of the difference between learning about skills and training in using them. It is frequently said that learning about skills takes place \"off the job\" in classroom, but training in using these skills takes place \"on the job,\" by means of such activities as practice in the workshop.\nIt's always difficult to evaluate the costs of a training programme. The success of such a programme depends not only on the methods used but also on the quality of the staff who do the training. The evaluation of management training is much more complex than that.\n\n<question>:\nThe best title for the passage might be_.\n\n<options>:\nA Staff training and its evaluation\nB A successful training programme\nC How to describe and specify a job\nD The importance of training the staff\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 we know, it is very important that a firm should pay attention to the training of its staff as there exist many weak points in its various departments. Staff training must have a purpose, which I defined when a firm considers its training needs, which are in turn based on job descriptions and job specifications.\nA job description should give details of the performance that is required for a particular job, and a job specification should give information about the behaviour, knowledge and skills that are expected of an employee who works in it. When all of this has been collected, it is possible to make a training specification. This specifies that the training department must teach for the successful performance of the job, and also the best methods to use in the training period.\nThere are many different training methods, and there are advantages and disadvantages of all of them. Successful training performances depend on an understanding of the difference between learning about skills and training in using them. It is frequently said that learning about skills takes place \"off the job\" in classroom, but training in using these skills takes place \"on the job,\" by means of such activities as practice in the workshop.\nIt's always difficult to evaluate the costs of a training programme. The success of such a programme depends not only on the methods used but also on the quality of the staff who do the training. The evaluation of management training is much more complex than that.\n\n<question>:\nFrom the passage we know the success of a training programme lies in_.\n\n<options>:\nA the training methods and the quality of the training staff\nB the performance of the trainees in the programme\nC the places where the training programmes take place\nD the way to evaluate the training programme\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 income gap between China's rural and urban residents has continued to widen during the past few years in spite of rapidly rising rural incomes, Agricultural Minister Sun Zhengcai said here on Wednesday.\nThe income ratio between urban and rural residents was 3.28:1 in 2006, against 3.23:1 in 2003, said Sun in his report on the promotion of building a new countryside in 2007. Sun also said the net income of rural residents in different regions also varied widely. The income gap is only one of several problems in rural areas, according to Sun's report. While listing the achievements in rural areas in recent years, Sun believed that rural development still followed behind urban development.\n\"We have bigger pressure to ensure the supply of major agricultural products such as grain,\" he said. \"China's urbanization has been speeded up and more rural residents have gone to urban areas,\" he said.\n\"In this case, more agricultural producers become farm produce consumers, which created more pressure for supply,\" he said.\nAnother problem facing China's agricultural development is _ application of science and technology.\n\"Only 30 percent of scientific and technological achievements have been applied to agricultural production, which is 40 percentage points lower than developed countries,\" he said.\nDespite increased government spending in rural areas, the infrastructure is still poor and easily hit by disasters.\nAccording to Sun, the government spent 431.8 billion yuan ($59.15 billion) on agriculture, rural areas and farmers this year, an increase of 80.1 billion yuan over the previous year.\nChina set aside 11.38 billion yuan to promote a new rural cooperative medical care system and 27.98 billion yuan to support the new compulsory education mechanism in rural area to ensure that all citizens shared the fruits of China's reform and opening-up, Sun said.\n\n<question>:\nWhich of the following is TRUE according to the text?\n\n<options>:\nA Because of the rapidly rising rural incomes, the income gap between China's rural and urban residents will disappear this year.\nB The net income of rural residents in different regions is the same.\nC The government has taken measures to develop the economy in the rural areas.\nD Because of the rapidly rising rural incomes, the supply of major agricultural products is enough.\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 income gap between China's rural and urban residents has continued to widen during the past few years in spite of rapidly rising rural incomes, Agricultural Minister Sun Zhengcai said here on Wednesday.\nThe income ratio between urban and rural residents was 3.28:1 in 2006, against 3.23:1 in 2003, said Sun in his report on the promotion of building a new countryside in 2007. Sun also said the net income of rural residents in different regions also varied widely. The income gap is only one of several problems in rural areas, according to Sun's report. While listing the achievements in rural areas in recent years, Sun believed that rural development still followed behind urban development.\n\"We have bigger pressure to ensure the supply of major agricultural products such as grain,\" he said. \"China's urbanization has been speeded up and more rural residents have gone to urban areas,\" he said.\n\"In this case, more agricultural producers become farm produce consumers, which created more pressure for supply,\" he said.\nAnother problem facing China's agricultural development is _ application of science and technology.\n\"Only 30 percent of scientific and technological achievements have been applied to agricultural production, which is 40 percentage points lower than developed countries,\" he said.\nDespite increased government spending in rural areas, the infrastructure is still poor and easily hit by disasters.\nAccording to Sun, the government spent 431.8 billion yuan ($59.15 billion) on agriculture, rural areas and farmers this year, an increase of 80.1 billion yuan over the previous year.\nChina set aside 11.38 billion yuan to promote a new rural cooperative medical care system and 27.98 billion yuan to support the new compulsory education mechanism in rural area to ensure that all citizens shared the fruits of China's reform and opening-up, Sun said.\n\n<question>:\nHow much is spent on agriculture, rural areas and farmers the previous year?\n\n<options>:\nA 431.8 billion yuan\nB 511.9 billion yuan\nC 351.7 billion yuan\nD 80.1 billion yuan\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 income gap between China's rural and urban residents has continued to widen during the past few years in spite of rapidly rising rural incomes, Agricultural Minister Sun Zhengcai said here on Wednesday.\nThe income ratio between urban and rural residents was 3.28:1 in 2006, against 3.23:1 in 2003, said Sun in his report on the promotion of building a new countryside in 2007. Sun also said the net income of rural residents in different regions also varied widely. The income gap is only one of several problems in rural areas, according to Sun's report. While listing the achievements in rural areas in recent years, Sun believed that rural development still followed behind urban development.\n\"We have bigger pressure to ensure the supply of major agricultural products such as grain,\" he said. \"China's urbanization has been speeded up and more rural residents have gone to urban areas,\" he said.\n\"In this case, more agricultural producers become farm produce consumers, which created more pressure for supply,\" he said.\nAnother problem facing China's agricultural development is _ application of science and technology.\n\"Only 30 percent of scientific and technological achievements have been applied to agricultural production, which is 40 percentage points lower than developed countries,\" he said.\nDespite increased government spending in rural areas, the infrastructure is still poor and easily hit by disasters.\nAccording to Sun, the government spent 431.8 billion yuan ($59.15 billion) on agriculture, rural areas and farmers this year, an increase of 80.1 billion yuan over the previous year.\nChina set aside 11.38 billion yuan to promote a new rural cooperative medical care system and 27.98 billion yuan to support the new compulsory education mechanism in rural area to ensure that all citizens shared the fruits of China's reform and opening-up, Sun said.\n\n<question>:\nWhich is NOT the problem in rural areas?\n\n<options>:\nA The income gap\nB The inadequate application of science and technology\nC The supply of major agricultural products\nD China's urbanization\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 Cuban iguana is a species of lizard of the iguana family. It is the largest of the West Indian rock iguanas, one of the most endangered groups of lizards. This species with red eyes and a thick tail is one of the largest lizards in the Caribbean.\nThe Cuban iguana is primarily _ ; 95% of its diet consists of the leaves, flowers and fruits from as many as 30 plant species, including the seaside rock bush and various grasses. However, Cuban iguanas occasionally consume animal matter, and individuals have been observed eating the dead flesh of birds, fish and crabs, The researchers wrote that quite a few people on Isla Magueyes could have caused this incident.\nThe Cuban iguana is distributed throughout the rocky southern coastal areas of mainland Cuba and its surrounding islands with a wild population booming on Isla Magueyes, Puerto Rico. It is also found on the Cayman Islands of Little Cayman and Cayman Brac, where a separate subspecies occurs. Females guard their nest sites and often nest in sites half destroyed by Cuban crocodiles. To avoid the attack from them, the Cuban iguana often makes its home within or near prickly-pear cacti .\nIn general the species is in decline, more quickly on the mainland than on the outlying islands. One of the reasons for their decline is habitat destruction caused by the over consuming of farm animals, housing development, and the building of tourist resorts on the beaches where the animals prefer to build their nests. Although the wild population is in decline, the numbers of iguanas have been sharply increased as a result of captive-breeding and other conservation programs.\n\n<question>:\n.Why does the Cuban iguana build its nest near prickly-pear cacti?\n\n<options>:\nA To keep itself cool.\nB To get the food easily.\nC To stay away from people.\nD To avoid crocodiles' attack.\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 Cuban iguana is a species of lizard of the iguana family. It is the largest of the West Indian rock iguanas, one of the most endangered groups of lizards. This species with red eyes and a thick tail is one of the largest lizards in the Caribbean.\nThe Cuban iguana is primarily _ ; 95% of its diet consists of the leaves, flowers and fruits from as many as 30 plant species, including the seaside rock bush and various grasses. However, Cuban iguanas occasionally consume animal matter, and individuals have been observed eating the dead flesh of birds, fish and crabs, The researchers wrote that quite a few people on Isla Magueyes could have caused this incident.\nThe Cuban iguana is distributed throughout the rocky southern coastal areas of mainland Cuba and its surrounding islands with a wild population booming on Isla Magueyes, Puerto Rico. It is also found on the Cayman Islands of Little Cayman and Cayman Brac, where a separate subspecies occurs. Females guard their nest sites and often nest in sites half destroyed by Cuban crocodiles. To avoid the attack from them, the Cuban iguana often makes its home within or near prickly-pear cacti .\nIn general the species is in decline, more quickly on the mainland than on the outlying islands. One of the reasons for their decline is habitat destruction caused by the over consuming of farm animals, housing development, and the building of tourist resorts on the beaches where the animals prefer to build their nests. Although the wild population is in decline, the numbers of iguanas have been sharply increased as a result of captive-breeding and other conservation programs.\n\n<question>:\n.How many reasons are mentioned for the habitat destruction?\n\n<options>:\nA Two.\nB Three.\nC Four.\nD Five.\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 Cuban iguana is a species of lizard of the iguana family. It is the largest of the West Indian rock iguanas, one of the most endangered groups of lizards. This species with red eyes and a thick tail is one of the largest lizards in the Caribbean.\nThe Cuban iguana is primarily _ ; 95% of its diet consists of the leaves, flowers and fruits from as many as 30 plant species, including the seaside rock bush and various grasses. However, Cuban iguanas occasionally consume animal matter, and individuals have been observed eating the dead flesh of birds, fish and crabs, The researchers wrote that quite a few people on Isla Magueyes could have caused this incident.\nThe Cuban iguana is distributed throughout the rocky southern coastal areas of mainland Cuba and its surrounding islands with a wild population booming on Isla Magueyes, Puerto Rico. It is also found on the Cayman Islands of Little Cayman and Cayman Brac, where a separate subspecies occurs. Females guard their nest sites and often nest in sites half destroyed by Cuban crocodiles. To avoid the attack from them, the Cuban iguana often makes its home within or near prickly-pear cacti .\nIn general the species is in decline, more quickly on the mainland than on the outlying islands. One of the reasons for their decline is habitat destruction caused by the over consuming of farm animals, housing development, and the building of tourist resorts on the beaches where the animals prefer to build their nests. Although the wild population is in decline, the numbers of iguanas have been sharply increased as a result of captive-breeding and other conservation programs.\n\n<question>:\n.What's the author's purpose of writing the text?\n\n<options>:\nA To give us a brief introduction to the Cuban iguana.\nB To show he is concerned about the Cuban iguana.\nC To explain reasons for the Cuban iguana's decline.\nD To draw people's attention to the endangered Cuban iguana.\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>:\nOn Boy's Day,children don't have to go to school.Every family with a boy hangs up huge carpshaped flags.The flags are usually three colors:black(representing the father),red (representing the mother)and blue(representing the son). Japanese parents believe that the flags will bring their boys good luck and give them courage and power.\nMay 5th is Japanese Children's Day. But since the festival is mainly celebrated by boys,it is usually called Boy's Day. The celebration of Boy's Day has a long history.It is said that the festival is derived from the Dragon Boat Festival in China.\nOn this day,Japanese boys eat a special kind of rice cake. It is covered with a leaf and filled with bean paste .Children love to eat it. And eggs on leaves are another traditional food.\nJapanese children are so happy that they have three festivals each year. In addition to Boy's Day,they also have Girl's Day and the 753 Festival.\nGirl's Day is the girl's festival on March 3. It is also called the Doll's Festival because on that day,families get a set of dolls at home for their daughters. It is celebrated because the parents want their daughters to be strong and healthy.\nThe 753 Festival is for children aged three, five and seven years old. Japanese people think that these three ages are the luckiest ones in one's life. On that day, these children get special candies wrapped in beautiful bags.The candy is a symbol of a long and healthy life for these children. The 753 Festival falls in November.\n\n<question>:\nWhat is the BEST title for the passage?\n\n<options>:\nA Japanese 753 Festival\nB Japanese Boy's Day\nC Japanese Girl's Day\nD Japanese Children's Day\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>:\nOn Boy's Day,children don't have to go to school.Every family with a boy hangs up huge carpshaped flags.The flags are usually three colors:black(representing the father),red (representing the mother)and blue(representing the son). Japanese parents believe that the flags will bring their boys good luck and give them courage and power.\nMay 5th is Japanese Children's Day. But since the festival is mainly celebrated by boys,it is usually called Boy's Day. The celebration of Boy's Day has a long history.It is said that the festival is derived from the Dragon Boat Festival in China.\nOn this day,Japanese boys eat a special kind of rice cake. It is covered with a leaf and filled with bean paste .Children love to eat it. And eggs on leaves are another traditional food.\nJapanese children are so happy that they have three festivals each year. In addition to Boy's Day,they also have Girl's Day and the 753 Festival.\nGirl's Day is the girl's festival on March 3. It is also called the Doll's Festival because on that day,families get a set of dolls at home for their daughters. It is celebrated because the parents want their daughters to be strong and healthy.\nThe 753 Festival is for children aged three, five and seven years old. Japanese people think that these three ages are the luckiest ones in one's life. On that day, these children get special candies wrapped in beautiful bags.The candy is a symbol of a long and healthy life for these children. The 753 Festival falls in November.\n\n<question>:\nOn Boy's Day,you may not see _ .\n\n<options>:\nA eggs on leaves\nB leaves filled with bean paste\nC carpshaped flags\nD dolls\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>:\nOn Boy's Day,children don't have to go to school.Every family with a boy hangs up huge carpshaped flags.The flags are usually three colors:black(representing the father),red (representing the mother)and blue(representing the son). Japanese parents believe that the flags will bring their boys good luck and give them courage and power.\nMay 5th is Japanese Children's Day. But since the festival is mainly celebrated by boys,it is usually called Boy's Day. The celebration of Boy's Day has a long history.It is said that the festival is derived from the Dragon Boat Festival in China.\nOn this day,Japanese boys eat a special kind of rice cake. It is covered with a leaf and filled with bean paste .Children love to eat it. And eggs on leaves are another traditional food.\nJapanese children are so happy that they have three festivals each year. In addition to Boy's Day,they also have Girl's Day and the 753 Festival.\nGirl's Day is the girl's festival on March 3. It is also called the Doll's Festival because on that day,families get a set of dolls at home for their daughters. It is celebrated because the parents want their daughters to be strong and healthy.\nThe 753 Festival is for children aged three, five and seven years old. Japanese people think that these three ages are the luckiest ones in one's life. On that day, these children get special candies wrapped in beautiful bags.The candy is a symbol of a long and healthy life for these children. The 753 Festival falls in November.\n\n<question>:\nWhich of the Days is said to come from a Chinese festival?\n\n<options>:\nA International Children's Day\nB Boy's Day\nC Girl's Day\nD The 753 Festival\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>:\nOn Boy's Day,children don't have to go to school.Every family with a boy hangs up huge carpshaped flags.The flags are usually three colors:black(representing the father),red (representing the mother)and blue(representing the son). Japanese parents believe that the flags will bring their boys good luck and give them courage and power.\nMay 5th is Japanese Children's Day. But since the festival is mainly celebrated by boys,it is usually called Boy's Day. The celebration of Boy's Day has a long history.It is said that the festival is derived from the Dragon Boat Festival in China.\nOn this day,Japanese boys eat a special kind of rice cake. It is covered with a leaf and filled with bean paste .Children love to eat it. And eggs on leaves are another traditional food.\nJapanese children are so happy that they have three festivals each year. In addition to Boy's Day,they also have Girl's Day and the 753 Festival.\nGirl's Day is the girl's festival on March 3. It is also called the Doll's Festival because on that day,families get a set of dolls at home for their daughters. It is celebrated because the parents want their daughters to be strong and healthy.\nThe 753 Festival is for children aged three, five and seven years old. Japanese people think that these three ages are the luckiest ones in one's life. On that day, these children get special candies wrapped in beautiful bags.The candy is a symbol of a long and healthy life for these children. The 753 Festival falls in November.\n\n<question>:\nAccording to the passage,why do the girls in Japan always receive dolls on Girl's Day?\n\n<options>:\nA Because girls themselves want dolls.\nB Because doll factories want to send dolls to girls to celebrate Girl's Day.\nC Because parents want their daughters to be healthy.\nD Because parents believe dolls can bring them good luck.\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>:\nThere are 115 distinct species of pine trees with 35 native to North America. Pines are defined as evergreens with long, needle-like leaves and are only native to the northern hemisphere. Pine trees are an adaptable and tough species that can survive in many conditions where other plants cannot. The average pine is 45 to 60 feet tall, but some are nearly twice as high.\nWestern White Pine\nThe western white pine grows the tallest of any pine tree, reaching up to 110 feet in height. They have blue-green needles arranged in bundles of five and produce a long cone .\nBristlecone Pine\nThe bristlecone pine grows slowly, reading about 20 feet tall. It is one of the oldest species of pine.\nMexican Pine\nThe Mexican pine can grow to 50 feet tall, with long, slender needles that drape off it like a weeping willow . Often nicknamed the \"willow pine\", it is native to Mexico. Its leaves can droop up to 12 inches long.\nSugar Pine\nThe sugar pine is another of the large pine species, such as the bull pine, but it also has the largest cones of any pine species, at 10 to 20 inches long. It grows from Oregon to California and is often used for construction.\nJack Pine\nThe jack pine is one of the smallest species of pine with rare leaves. Compared with the pines mentioned above, it doesn't seem to belong to the family. It is considered a member of the scrub-pine family; it prefers sandy soil.\n\n<question>:\nWhich of the following pines is often used as a building material?\n\n<options>:\nA The Mexican pine.\nB The bristlecone pine.\nC The sugar pine.\nD The jack pine.\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>:\nThere are 115 distinct species of pine trees with 35 native to North America. Pines are defined as evergreens with long, needle-like leaves and are only native to the northern hemisphere. Pine trees are an adaptable and tough species that can survive in many conditions where other plants cannot. The average pine is 45 to 60 feet tall, but some are nearly twice as high.\nWestern White Pine\nThe western white pine grows the tallest of any pine tree, reaching up to 110 feet in height. They have blue-green needles arranged in bundles of five and produce a long cone .\nBristlecone Pine\nThe bristlecone pine grows slowly, reading about 20 feet tall. It is one of the oldest species of pine.\nMexican Pine\nThe Mexican pine can grow to 50 feet tall, with long, slender needles that drape off it like a weeping willow . Often nicknamed the \"willow pine\", it is native to Mexico. Its leaves can droop up to 12 inches long.\nSugar Pine\nThe sugar pine is another of the large pine species, such as the bull pine, but it also has the largest cones of any pine species, at 10 to 20 inches long. It grows from Oregon to California and is often used for construction.\nJack Pine\nThe jack pine is one of the smallest species of pine with rare leaves. Compared with the pines mentioned above, it doesn't seem to belong to the family. It is considered a member of the scrub-pine family; it prefers sandy soil.\n\n<question>:\nThe Mexican pine _ .\n\n<options>:\nA is the oldest species of pine.\nB produces a long cone\nC has willow-like needles\nD prefers sandy soil\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>:\nThere are 115 distinct species of pine trees with 35 native to North America. Pines are defined as evergreens with long, needle-like leaves and are only native to the northern hemisphere. Pine trees are an adaptable and tough species that can survive in many conditions where other plants cannot. The average pine is 45 to 60 feet tall, but some are nearly twice as high.\nWestern White Pine\nThe western white pine grows the tallest of any pine tree, reaching up to 110 feet in height. They have blue-green needles arranged in bundles of five and produce a long cone .\nBristlecone Pine\nThe bristlecone pine grows slowly, reading about 20 feet tall. It is one of the oldest species of pine.\nMexican Pine\nThe Mexican pine can grow to 50 feet tall, with long, slender needles that drape off it like a weeping willow . Often nicknamed the \"willow pine\", it is native to Mexico. Its leaves can droop up to 12 inches long.\nSugar Pine\nThe sugar pine is another of the large pine species, such as the bull pine, but it also has the largest cones of any pine species, at 10 to 20 inches long. It grows from Oregon to California and is often used for construction.\nJack Pine\nThe jack pine is one of the smallest species of pine with rare leaves. Compared with the pines mentioned above, it doesn't seem to belong to the family. It is considered a member of the scrub-pine family; it prefers sandy soil.\n\n<question>:\nWe can learn from the passage that _ .\n\n<options>:\nA the Mexican pine has the longest leaves\nB the Jack pine doesn't seem to belong to the same family as the other pine trees\nC the bull pine is a kind of little pine tree\nD all the pine trees mentioned have a great number of leaves\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>:\nThere are 115 distinct species of pine trees with 35 native to North America. Pines are defined as evergreens with long, needle-like leaves and are only native to the northern hemisphere. Pine trees are an adaptable and tough species that can survive in many conditions where other plants cannot. The average pine is 45 to 60 feet tall, but some are nearly twice as high.\nWestern White Pine\nThe western white pine grows the tallest of any pine tree, reaching up to 110 feet in height. They have blue-green needles arranged in bundles of five and produce a long cone .\nBristlecone Pine\nThe bristlecone pine grows slowly, reading about 20 feet tall. It is one of the oldest species of pine.\nMexican Pine\nThe Mexican pine can grow to 50 feet tall, with long, slender needles that drape off it like a weeping willow . Often nicknamed the \"willow pine\", it is native to Mexico. Its leaves can droop up to 12 inches long.\nSugar Pine\nThe sugar pine is another of the large pine species, such as the bull pine, but it also has the largest cones of any pine species, at 10 to 20 inches long. It grows from Oregon to California and is often used for construction.\nJack Pine\nThe jack pine is one of the smallest species of pine with rare leaves. Compared with the pines mentioned above, it doesn't seem to belong to the family. It is considered a member of the scrub-pine family; it prefers sandy soil.\n\n<question>:\nThis text is most probably taken from _ .\n\n<options>:\nA a celebrity magazine\nB a nature magazine\nC a fashion magazine\nD a history magazine\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 would like to place a huge mirror in space above the earth. It might be sixty miles wide. It would be used to catch the rays of the sun. It would direct the sun's rays upon the earth as a child might do to make sunlight dance on the wall with a hand mirror.\nWhy do they want to do this? The sun's rays could be helpful in many ways. They could light up cities by night. The warm rays could stop frosts which might come at night and hurt fruit crops. They could melt dangerous icebergs in the ocean. Perhaps they could change cloud movements and bring rain where it is needed.\n\n<question>:\nThe huge mirror would _ .\n\n<options>:\nA stand 60 miles in height\nB be 60 miles from side to side\nC cover 60 miles of the earth\nD be 60 miles above the earth\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 would like to place a huge mirror in space above the earth. It might be sixty miles wide. It would be used to catch the rays of the sun. It would direct the sun's rays upon the earth as a child might do to make sunlight dance on the wall with a hand mirror.\nWhy do they want to do this? The sun's rays could be helpful in many ways. They could light up cities by night. The warm rays could stop frosts which might come at night and hurt fruit crops. They could melt dangerous icebergs in the ocean. Perhaps they could change cloud movements and bring rain where it is needed.\n\n<question>:\nThe mirror would be used to _ .\n\n<options>:\nA reflect sunlight\nB absorb sunlight\nC see what the earth looks like\nD see how clouds move\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 would like to place a huge mirror in space above the earth. It might be sixty miles wide. It would be used to catch the rays of the sun. It would direct the sun's rays upon the earth as a child might do to make sunlight dance on the wall with a hand mirror.\nWhy do they want to do this? The sun's rays could be helpful in many ways. They could light up cities by night. The warm rays could stop frosts which might come at night and hurt fruit crops. They could melt dangerous icebergs in the ocean. Perhaps they could change cloud movements and bring rain where it is needed.\n\n<question>:\nThe strong light from the mirror could possibly _ .\n\n<options>:\nA hurt fruit crops\nB set fire to cities\nC bring longer daytime\nD shine through walls\n\n<answer>:\n",
"assistant": "C"
}
] |
5,493
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race_middle
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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 would like to place a huge mirror in space above the earth. It might be sixty miles wide. It would be used to catch the rays of the sun. It would direct the sun's rays upon the earth as a child might do to make sunlight dance on the wall with a hand mirror.\nWhy do they want to do this? The sun's rays could be helpful in many ways. They could light up cities by night. The warm rays could stop frosts which might come at night and hurt fruit crops. They could melt dangerous icebergs in the ocean. Perhaps they could change cloud movements and bring rain where it is needed.\n\n<question>:\nThe huge mirror is _ .\n\n<options>:\nA something in a story\nB already made\nC just an idea\nD to be made soon\n\n<answer>:\n",
"assistant": "C"
}
] |
5,494
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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 an Iraqi journalist threw a shoe at former US President George W.Bush at a news conference last December,the president's bodyguards quickly moved to protect him.\nThose bodyguards were from the US Secret Service.Their job is to protect the president.Now America's first black president Barack Obama also has the same people at his side.Here are some details about these mysterious men and women.\nHistory\n*The Secret Service is known today for protecting public officials and their families.\nHowever,when it began in 1865,it was started to protect money.A third to a half of all US money during the Civil War was fake .President Abraham Lincoln created the United States Secret Service to find those responsibly.\n*The first 25 presidents had no special protection.That changed after President William Mckinley was murdered in 1901.\nWho gets protection?\nAbout 30 people get full-time protection in the United States (more in an election year).\nIncluded are:\n*Presidents and vice-presidents and their wives,for up to 10 years after leaving office,and their children up to age 16.Anyone can decline protection after leaving office.Richard Nixon did. *Candidates for president and vice-president,their wives and children at a cost of $500,000 a month for 30-plus special agents .\n*The Secretary of State,National Security Adviser and others.The Secret Service also protects 80 to 200 visiting foreign political leaders every year.\nGetting around\nRules for president\n*Limousines that can withstand a missile are used.\n*Entering and exiting are never done on a street.\n*Exact travel plans are kept secret.\n*Bulletproof reading stands for speeches are used.\nAgent's task\n*Teach the president how to wave and move.\n*Test his food for poison.\n*Use special radio channels for the police and the Secret Service.\n*Use X-ray checks before allowing entry to secure areas,and search bags.\n*Check lists of hundreds of people known to be dangerous.\n*Keep files on thousands of people who have made even vague threats.\n*Be part of counter-sniper teams.\n\n<question>:\nWhat's the purpose of writing the passage?\n\n<options>:\nA To tell us how to be a bodyguard.\nB To introduce the US Secret Service to us.\nC To give us some information about US \npresidents.\nD To inform us of the incident at a news\nconference.\n\n<answer>:\n",
"assistant": "B"
}
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5,495
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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>:\nProfessor Barry Wellman of the University of Toronto in Canada has invented a term to describe the way many North Americans interact these days. The term is _ . This concept is not easy to understand because the words seem to have opposite meanings. How can we be individuals and be networked at the same time? You need other people for networks.\nHere is what Professor Wellman means. Before the invention of the Internet and e-mail, our social networks included live interactions with relatives, neighbors, and friends. Some of the interaction was by phone, but it was still voice to voice, person to person, in real time.\nA recent research study by the Pew Internet and American Life Project showed that for a lot of people, electronic interaction through the computer has replaced this person-to-person interaction. However, a lot of people interviewed for the Pew study say that's a good thing. Why?\nIn the past, many people were worried that the internet isolated us and caused us to spend too much time in the imaginary world of the computer. But the Pew study discovered that the opposite is true. The Internet connects us with more real people than expected--helpful people who can give advice on careers, medical problems, raising children, and choosing a school or college. About 60 million Americans told Pew that the Internet plays an important role in helping them make major life decisions.\nThanks to the computer, we are able to be alone an together with other people--at the same time!\n\n<question>:\nAccording to the Pew study, what do many people rely on to make major life decisions?\n\n<options>:\nA Networks.\nB Friends.\nC Phones.\nD Parents.\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>:\nProfessor Barry Wellman of the University of Toronto in Canada has invented a term to describe the way many North Americans interact these days. The term is _ . This concept is not easy to understand because the words seem to have opposite meanings. How can we be individuals and be networked at the same time? You need other people for networks.\nHere is what Professor Wellman means. Before the invention of the Internet and e-mail, our social networks included live interactions with relatives, neighbors, and friends. Some of the interaction was by phone, but it was still voice to voice, person to person, in real time.\nA recent research study by the Pew Internet and American Life Project showed that for a lot of people, electronic interaction through the computer has replaced this person-to-person interaction. However, a lot of people interviewed for the Pew study say that's a good thing. Why?\nIn the past, many people were worried that the internet isolated us and caused us to spend too much time in the imaginary world of the computer. But the Pew study discovered that the opposite is true. The Internet connects us with more real people than expected--helpful people who can give advice on careers, medical problems, raising children, and choosing a school or college. About 60 million Americans told Pew that the Internet plays an important role in helping them make major life decisions.\nThanks to the computer, we are able to be alone an together with other people--at the same time!\n\n<question>:\nIt can be inferred from the Pew study that _ .\n\n<options>:\nA people have been separated from each other by using computers\nB the Internet makes people waste a lot of time and feel very lonely\nC the Internet has become a new tool for a new kind of social communication\nD a lot of people regard the person-to-person communication as a good thing\n\n<answer>:\n",
"assistant": "C"
}
] |
5,497
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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>:\nProfessor Barry Wellman of the University of Toronto in Canada has invented a term to describe the way many North Americans interact these days. The term is _ . This concept is not easy to understand because the words seem to have opposite meanings. How can we be individuals and be networked at the same time? You need other people for networks.\nHere is what Professor Wellman means. Before the invention of the Internet and e-mail, our social networks included live interactions with relatives, neighbors, and friends. Some of the interaction was by phone, but it was still voice to voice, person to person, in real time.\nA recent research study by the Pew Internet and American Life Project showed that for a lot of people, electronic interaction through the computer has replaced this person-to-person interaction. However, a lot of people interviewed for the Pew study say that's a good thing. Why?\nIn the past, many people were worried that the internet isolated us and caused us to spend too much time in the imaginary world of the computer. But the Pew study discovered that the opposite is true. The Internet connects us with more real people than expected--helpful people who can give advice on careers, medical problems, raising children, and choosing a school or college. About 60 million Americans told Pew that the Internet plays an important role in helping them make major life decisions.\nThanks to the computer, we are able to be alone an together with other people--at the same time!\n\n<question>:\nWhich would be the best title for this passage?\n\n<options>:\nA We're Alone on the Internet\nB We're Communicating on the Internet\nC We're Alone Together on the Internet\nD We're in the Imaginary World of the Internet.\n\n<answer>:\n",
"assistant": "C"
}
] |
5,498
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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>:\nMore than a decade ago, cognitive scientists John Bransfgord and Daniel Schwartz, both then at Vanderbilt University, found that knowledge was not the ability to retain facts or apply previous knowledge to a new situation but a quality they called \"preparation for future learning.\" The researches asked fifth graders and college students to create a recovery plan to protect bald eagles from extinction. Shockingly, the two groups came up with plans of similar quality (though the college students had better spelling skills). From the standpoint of a traditional educator, this outcome indicated that schooling had failed to help students think about ecosystems and extinction, major scientific ideas.\nThe researches decided to go deeper, however. They asked both groups to generate questions about important issues needed to create recovery plans. On this task, they found large differences. College students focused on critical issues. The college students had cultivated the ability to ask questions, the foundation of critical thinking. They had learned how to learn.\nMuseums and other institutions of informal learning may be more suitable to teach this skill than elementary and secondly schools. At the Exploratorium in San Francisco, we recently studied how learning to ask good questions can affect the quality of people's scientific inquiry. We found that when we taught participants to ask \"What if?\" and \"How can?\" questions that nobody present would know the answer to and that would spark exploration, they engaged in better inquiry at the next exhibit--asking more questions, performing more experiments and making better interpretations of their results. Specially, their questions became more comprehensive at the new exhibit.\nThis type of learning is not limited to museums of institutional settings. Informal learning environment tolerate failure better than schools. Perhaps many teachers have too little time to allow students to form and pursue their own questions and too much ground to cover in the curriculum. But people must acquire this skill somewhere. Our society depend on them being able to make critical decisions about their own medical treatment, says, or what we must do about global energy needs and demands. For that, we have a robust informal system that gives no grades, takes all comers, and is available even on holidays and weekends.\n\n<question>:\nIn what way are college students different from children?\n\n<options>:\nA They have learned to think critically.\nB They are concerned about social issues.\nC They are curious about specific features.\nD They have learned to work independently.\n\n<answer>:\n",
"assistant": "A"
}
] |
5,499
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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>:\nMore than a decade ago, cognitive scientists John Bransfgord and Daniel Schwartz, both then at Vanderbilt University, found that knowledge was not the ability to retain facts or apply previous knowledge to a new situation but a quality they called \"preparation for future learning.\" The researches asked fifth graders and college students to create a recovery plan to protect bald eagles from extinction. Shockingly, the two groups came up with plans of similar quality (though the college students had better spelling skills). From the standpoint of a traditional educator, this outcome indicated that schooling had failed to help students think about ecosystems and extinction, major scientific ideas.\nThe researches decided to go deeper, however. They asked both groups to generate questions about important issues needed to create recovery plans. On this task, they found large differences. College students focused on critical issues. The college students had cultivated the ability to ask questions, the foundation of critical thinking. They had learned how to learn.\nMuseums and other institutions of informal learning may be more suitable to teach this skill than elementary and secondly schools. At the Exploratorium in San Francisco, we recently studied how learning to ask good questions can affect the quality of people's scientific inquiry. We found that when we taught participants to ask \"What if?\" and \"How can?\" questions that nobody present would know the answer to and that would spark exploration, they engaged in better inquiry at the next exhibit--asking more questions, performing more experiments and making better interpretations of their results. Specially, their questions became more comprehensive at the new exhibit.\nThis type of learning is not limited to museums of institutional settings. Informal learning environment tolerate failure better than schools. Perhaps many teachers have too little time to allow students to form and pursue their own questions and too much ground to cover in the curriculum. But people must acquire this skill somewhere. Our society depend on them being able to make critical decisions about their own medical treatment, says, or what we must do about global energy needs and demands. For that, we have a robust informal system that gives no grades, takes all comers, and is available even on holidays and weekends.\n\n<question>:\nWhat is benefit of asking questions with no ready answers?\n\n<options>:\nA It arouse students' interest in things around them.\nB It cultivates students' ability to make scientific inquiries.\nC It trains students' ability to design scientific experiments.\nD It helps students realize not every question has an answer.\n\n<answer>:\n",
"assistant": "B"
}
] |
5,500
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race_middle
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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>:\nMore than a decade ago, cognitive scientists John Bransfgord and Daniel Schwartz, both then at Vanderbilt University, found that knowledge was not the ability to retain facts or apply previous knowledge to a new situation but a quality they called \"preparation for future learning.\" The researches asked fifth graders and college students to create a recovery plan to protect bald eagles from extinction. Shockingly, the two groups came up with plans of similar quality (though the college students had better spelling skills). From the standpoint of a traditional educator, this outcome indicated that schooling had failed to help students think about ecosystems and extinction, major scientific ideas.\nThe researches decided to go deeper, however. They asked both groups to generate questions about important issues needed to create recovery plans. On this task, they found large differences. College students focused on critical issues. The college students had cultivated the ability to ask questions, the foundation of critical thinking. They had learned how to learn.\nMuseums and other institutions of informal learning may be more suitable to teach this skill than elementary and secondly schools. At the Exploratorium in San Francisco, we recently studied how learning to ask good questions can affect the quality of people's scientific inquiry. We found that when we taught participants to ask \"What if?\" and \"How can?\" questions that nobody present would know the answer to and that would spark exploration, they engaged in better inquiry at the next exhibit--asking more questions, performing more experiments and making better interpretations of their results. Specially, their questions became more comprehensive at the new exhibit.\nThis type of learning is not limited to museums of institutional settings. Informal learning environment tolerate failure better than schools. Perhaps many teachers have too little time to allow students to form and pursue their own questions and too much ground to cover in the curriculum. But people must acquire this skill somewhere. Our society depend on them being able to make critical decisions about their own medical treatment, says, or what we must do about global energy needs and demands. For that, we have a robust informal system that gives no grades, takes all comers, and is available even on holidays and weekends.\n\n<question>:\nWhat does the author seem to encourage educators to do at the end of the passage?\n\n<options>:\nA Train students to think about global issues.\nB Design more interactive classroom activities.\nC Make full use of informal learning resources.\nD Include collaborative inquiry in the curriculum.\n\n<answer>:\n",
"assistant": "C"
}
] |
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