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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>:\nEaster is still a great day for worship, randy in baskets and running around the yard finding eggs, but every year it gets quite a bit worse for bunnies.\nAnd no, not because the kids like to pull their ears. The _ is climate change, and some researchers found that rising temperatures arc having harmful effects on at least five species of rabbit in the US.\nTake the Lower Keys March rabbit, for instance. An endangered species that lives in the Lower Florida Keys, this species of cottontail is a great swimmer -- it lives on the islands! -- but it is already severely affected by development and now by rising levels. According to the Center for Biological Diversity, an ocean level rise of only 0. 6 meters will send these guys jumping to higher ground and a 0.9-meter rise would wipe out their habitat completely.\nThe snowshoe hare, on the other hand, has a color issue. Most of these rabbits change their fur color from white in the wintertime to brown in the summer, each designed to give them better cover from predators . As the number of days with snow decreases all across the country, however, more and more bunnies arc being left in white fur during brown dirt days of both fall and spring, making them an easier mark for predators. Researchers know that the color change is controlled by the number of hours of sunlight, but whether the rabbit will be able to adapt quick enough to survive is a big question. The National Wildlife Federation has reported that hunters have noticed their numbers are already markedly down.\nAmerican pikas or rock rabbits, a relative of rabbits and hares, might be the firs' of these species to go extinct due to climate change. About 7-8 inches long, pikas live high in the cool, damp mountains west of the Rocky Mountains. As global temperatures rise, they would naturally migrate to higher ground -- but they already occupy the mountaintops. They can't go any higher. The National Wildlife Federation reports that they might not be able to stand the new temperatures as their habitat beats up.\nThe volcano rabbit has the same problem. These rabbits live on the slopes of volcanoes in Mexico, and recent studies have shown that the lower range of their habitat has already shifted upward about 700 meters, but there are not suitable plants for them to move higher, so they are stuck in the middle. Scientists are concerned about their populations.\nNative to the US, pygmy rabbits weigh less than 1 pound and live in the American West. They are believed to be the smallest rabbits in the world. Their habitats have been destroyed by development. Several populations, such as the Columbia Basin pygmy, almost went extinct and were saved by zoo breeding programs. Pygmy rabbits also rely on winter cover by digging tunnels through the snow to escape predators, but lesser snowfall is leaving them exposed.\nAll of this gives new meaning to dressing up in a giant bunny costume this Easter.\n\n<question>:\nThe writer mentions Easter at the beginning of the passage in order to _ .\n\n<options>:\nA show the importance of Easter Day\nB introduce the issue about bunnies\nC remind people of Easter traditions\nD discuss the relationship between Easter and bunnies\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>:\nEaster is still a great day for worship, randy in baskets and running around the yard finding eggs, but every year it gets quite a bit worse for bunnies.\nAnd no, not because the kids like to pull their ears. The _ is climate change, and some researchers found that rising temperatures arc having harmful effects on at least five species of rabbit in the US.\nTake the Lower Keys March rabbit, for instance. An endangered species that lives in the Lower Florida Keys, this species of cottontail is a great swimmer -- it lives on the islands! -- but it is already severely affected by development and now by rising levels. According to the Center for Biological Diversity, an ocean level rise of only 0. 6 meters will send these guys jumping to higher ground and a 0.9-meter rise would wipe out their habitat completely.\nThe snowshoe hare, on the other hand, has a color issue. Most of these rabbits change their fur color from white in the wintertime to brown in the summer, each designed to give them better cover from predators . As the number of days with snow decreases all across the country, however, more and more bunnies arc being left in white fur during brown dirt days of both fall and spring, making them an easier mark for predators. Researchers know that the color change is controlled by the number of hours of sunlight, but whether the rabbit will be able to adapt quick enough to survive is a big question. The National Wildlife Federation has reported that hunters have noticed their numbers are already markedly down.\nAmerican pikas or rock rabbits, a relative of rabbits and hares, might be the firs' of these species to go extinct due to climate change. About 7-8 inches long, pikas live high in the cool, damp mountains west of the Rocky Mountains. As global temperatures rise, they would naturally migrate to higher ground -- but they already occupy the mountaintops. They can't go any higher. The National Wildlife Federation reports that they might not be able to stand the new temperatures as their habitat beats up.\nThe volcano rabbit has the same problem. These rabbits live on the slopes of volcanoes in Mexico, and recent studies have shown that the lower range of their habitat has already shifted upward about 700 meters, but there are not suitable plants for them to move higher, so they are stuck in the middle. Scientists are concerned about their populations.\nNative to the US, pygmy rabbits weigh less than 1 pound and live in the American West. They are believed to be the smallest rabbits in the world. Their habitats have been destroyed by development. Several populations, such as the Columbia Basin pygmy, almost went extinct and were saved by zoo breeding programs. Pygmy rabbits also rely on winter cover by digging tunnels through the snow to escape predators, but lesser snowfall is leaving them exposed.\nAll of this gives new meaning to dressing up in a giant bunny costume this Easter.\n\n<question>:\nAccording to the passage, some rabbits can now be easily Uncovered by predators because they _\n\n<options>:\nA are exposed lo more skillful hunters\nB have moved to habitats with fewer plants\nC haven't adapted themselves to climate change\nD can't change their fur color into white in the fall and the spring\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>:\nEaster is still a great day for worship, randy in baskets and running around the yard finding eggs, but every year it gets quite a bit worse for bunnies.\nAnd no, not because the kids like to pull their ears. The _ is climate change, and some researchers found that rising temperatures arc having harmful effects on at least five species of rabbit in the US.\nTake the Lower Keys March rabbit, for instance. An endangered species that lives in the Lower Florida Keys, this species of cottontail is a great swimmer -- it lives on the islands! -- but it is already severely affected by development and now by rising levels. According to the Center for Biological Diversity, an ocean level rise of only 0. 6 meters will send these guys jumping to higher ground and a 0.9-meter rise would wipe out their habitat completely.\nThe snowshoe hare, on the other hand, has a color issue. Most of these rabbits change their fur color from white in the wintertime to brown in the summer, each designed to give them better cover from predators . As the number of days with snow decreases all across the country, however, more and more bunnies arc being left in white fur during brown dirt days of both fall and spring, making them an easier mark for predators. Researchers know that the color change is controlled by the number of hours of sunlight, but whether the rabbit will be able to adapt quick enough to survive is a big question. The National Wildlife Federation has reported that hunters have noticed their numbers are already markedly down.\nAmerican pikas or rock rabbits, a relative of rabbits and hares, might be the firs' of these species to go extinct due to climate change. About 7-8 inches long, pikas live high in the cool, damp mountains west of the Rocky Mountains. As global temperatures rise, they would naturally migrate to higher ground -- but they already occupy the mountaintops. They can't go any higher. The National Wildlife Federation reports that they might not be able to stand the new temperatures as their habitat beats up.\nThe volcano rabbit has the same problem. These rabbits live on the slopes of volcanoes in Mexico, and recent studies have shown that the lower range of their habitat has already shifted upward about 700 meters, but there are not suitable plants for them to move higher, so they are stuck in the middle. Scientists are concerned about their populations.\nNative to the US, pygmy rabbits weigh less than 1 pound and live in the American West. They are believed to be the smallest rabbits in the world. Their habitats have been destroyed by development. Several populations, such as the Columbia Basin pygmy, almost went extinct and were saved by zoo breeding programs. Pygmy rabbits also rely on winter cover by digging tunnels through the snow to escape predators, but lesser snowfall is leaving them exposed.\nAll of this gives new meaning to dressing up in a giant bunny costume this Easter.\n\n<question>:\nThe problem faced by volcano rabbets and rock rabbits is that _ .\n\n<options>:\nA both are affected by 1ess snow\nB both are affected by rising sea levels\nC neither can find enough food\nD neither can migrate to higher places\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>:\nEaster is still a great day for worship, randy in baskets and running around the yard finding eggs, but every year it gets quite a bit worse for bunnies.\nAnd no, not because the kids like to pull their ears. The _ is climate change, and some researchers found that rising temperatures arc having harmful effects on at least five species of rabbit in the US.\nTake the Lower Keys March rabbit, for instance. An endangered species that lives in the Lower Florida Keys, this species of cottontail is a great swimmer -- it lives on the islands! -- but it is already severely affected by development and now by rising levels. According to the Center for Biological Diversity, an ocean level rise of only 0. 6 meters will send these guys jumping to higher ground and a 0.9-meter rise would wipe out their habitat completely.\nThe snowshoe hare, on the other hand, has a color issue. Most of these rabbits change their fur color from white in the wintertime to brown in the summer, each designed to give them better cover from predators . As the number of days with snow decreases all across the country, however, more and more bunnies arc being left in white fur during brown dirt days of both fall and spring, making them an easier mark for predators. Researchers know that the color change is controlled by the number of hours of sunlight, but whether the rabbit will be able to adapt quick enough to survive is a big question. The National Wildlife Federation has reported that hunters have noticed their numbers are already markedly down.\nAmerican pikas or rock rabbits, a relative of rabbits and hares, might be the firs' of these species to go extinct due to climate change. About 7-8 inches long, pikas live high in the cool, damp mountains west of the Rocky Mountains. As global temperatures rise, they would naturally migrate to higher ground -- but they already occupy the mountaintops. They can't go any higher. The National Wildlife Federation reports that they might not be able to stand the new temperatures as their habitat beats up.\nThe volcano rabbit has the same problem. These rabbits live on the slopes of volcanoes in Mexico, and recent studies have shown that the lower range of their habitat has already shifted upward about 700 meters, but there are not suitable plants for them to move higher, so they are stuck in the middle. Scientists are concerned about their populations.\nNative to the US, pygmy rabbits weigh less than 1 pound and live in the American West. They are believed to be the smallest rabbits in the world. Their habitats have been destroyed by development. Several populations, such as the Columbia Basin pygmy, almost went extinct and were saved by zoo breeding programs. Pygmy rabbits also rely on winter cover by digging tunnels through the snow to escape predators, but lesser snowfall is leaving them exposed.\nAll of this gives new meaning to dressing up in a giant bunny costume this Easter.\n\n<question>:\nWhich best describes the writer's tone in the postage?\n\n<options>:\nA Approving.\nB Concerned.\nC Enthusiastic.\nD Doubtful.\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>:\nIn most languages, a greeting is usually followed by \"small talk\". Small talk means the little things we talk about at start of a conversation. In English-speaking countries people often make small talk about the weather: \"Nice day, isn't it?\" But there is something special about small talk. It must be about something which both people have the same opinion about. The purpose of small talk is to let both people agree on something. This makes meeting people easier and more comfortable. People usually agree about the weather, so it is a safer topic for small talk. But people often disagree about religion or politics so these are not suitable topics for small talk in English. The topics for small talk also depend on where the conversation is taking place. At football matches, people make small talk about the game they are watching: \"Great game, isn't it?\" At bus stops, people may comment about the transport system: \"The bus service is terrible, isn't it?\"\nGreetings and small talk are important parts of conversation in any language. The way people greet each other and the things they talk about, however, may be different from one language to another. This shows that there is much more to learn when we learn a language than just the vocabulary and the grammar of the language. We also have to learn the social behavior of the people who speak it.\n\n<question>:\nSmall talk _ .\n\n<options>:\nA is a kind of conversation with short words\nB is a greeting when people meet each other\nC is to let people disagree about something\nD is something we talk about to start with a conversation\n\n<answer>:\n",
"assistant": "D"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nIn most languages, a greeting is usually followed by \"small talk\". Small talk means the little things we talk about at start of a conversation. In English-speaking countries people often make small talk about the weather: \"Nice day, isn't it?\" But there is something special about small talk. It must be about something which both people have the same opinion about. The purpose of small talk is to let both people agree on something. This makes meeting people easier and more comfortable. People usually agree about the weather, so it is a safer topic for small talk. But people often disagree about religion or politics so these are not suitable topics for small talk in English. The topics for small talk also depend on where the conversation is taking place. At football matches, people make small talk about the game they are watching: \"Great game, isn't it?\" At bus stops, people may comment about the transport system: \"The bus service is terrible, isn't it?\"\nGreetings and small talk are important parts of conversation in any language. The way people greet each other and the things they talk about, however, may be different from one language to another. This shows that there is much more to learn when we learn a language than just the vocabulary and the grammar of the language. We also have to learn the social behavior of the people who speak it.\n\n<question>:\nWhy do people need small talk?\n\n<options>:\nA To choose a topic for conversation.\nB To agree about the weather.\nC To let meeting people become easier and more comfortable.\nD To learn a language.\n\n<answer>:\n",
"assistant": "C"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nIn most languages, a greeting is usually followed by \"small talk\". Small talk means the little things we talk about at start of a conversation. In English-speaking countries people often make small talk about the weather: \"Nice day, isn't it?\" But there is something special about small talk. It must be about something which both people have the same opinion about. The purpose of small talk is to let both people agree on something. This makes meeting people easier and more comfortable. People usually agree about the weather, so it is a safer topic for small talk. But people often disagree about religion or politics so these are not suitable topics for small talk in English. The topics for small talk also depend on where the conversation is taking place. At football matches, people make small talk about the game they are watching: \"Great game, isn't it?\" At bus stops, people may comment about the transport system: \"The bus service is terrible, isn't it?\"\nGreetings and small talk are important parts of conversation in any language. The way people greet each other and the things they talk about, however, may be different from one language to another. This shows that there is much more to learn when we learn a language than just the vocabulary and the grammar of the language. We also have to learn the social behavior of the people who speak it.\n\n<question>:\nThe passage suggests that when we learn a language , _ .\n\n<options>:\nA we should grasp the importance of the language\nB we should know the culture of the language\nC we should only master the grammar and vocabulary\nD we should learn about the transport system of the country\n\n<answer>:\n",
"assistant": "B"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nI was reading these interesting stories behind a group of great logos in the world. Personally Nike is my favorite one--it's so simple. And I liked the stories behind them, which made me forget all other things. McDonald's, Apple, Mercedes Benz and Adidas own great logos as well, and they are among my favorites.\nNike\nIn the Greek myth, Nike is the goddess of victory and the source of inspiration for soldiers. This logo represents the wing in the famous statue of the Greek goddess. Nike's logo was designed by Carolyn Davidson in 1971 for $ 35, and was registered as a trademark in 1995.\nMcDonald's\nThe logo was designed in 1962 by Jim Schindler to resemble the archshaped signs on the side of the company's then walk-up hamburger stand. Later on, the two golden arches were combined together to form the M. The McDonald's name was added to the logo in 1968.\nApple\nThere are different stories behind Apple's logo. The first logo was a reference to the religious story of Adam and Eve, in which the apple represented the fruit of the Tree of Knowledge. One year later, the second logo was designed in 1977 by Steven Jobs and Ronald Wayne, and it described Sir Isaac Newton sitting under an apple tree. This logo didn't stay long. One year later it was replaced almost immediately by graphic designer Rob Janoff's \" rainbow apple\", a rainbow- colored silhouette of an apple with a bite taken out of it. And then the rainbow- colored apple was replaced by the one- colored logo in 1998. It has not been changed so far.\nMercedes Benz\nThe Mercedes Benz logo, which was originally created by Gottlieb Daimler in 1909, consists of a simple description of a three- pointed star that represents its rule of the land, the sea and the air. The company was founded by Gottlieb Daimler and Wilhelm Maybach. Marcedes is the name of Maybach's elder daughter, while Benz came as a result of a combination with Benz, Cie.and DMG in 1926.\nAdidas\nThe Adidas logo, which was created by the founder of the company Adi Dassler, represents mountains, pointing towards the challenges that are seen ahead and goals that can be achieved. The logo was used for the first time in 1976.\n\n<question>:\nWhat does the author think of the stories of the great logos?\n\n<options>:\nA They are boring\nB They are out of date.\nC They are attractive\nD They are practical\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>:\nI was reading these interesting stories behind a group of great logos in the world. Personally Nike is my favorite one--it's so simple. And I liked the stories behind them, which made me forget all other things. McDonald's, Apple, Mercedes Benz and Adidas own great logos as well, and they are among my favorites.\nNike\nIn the Greek myth, Nike is the goddess of victory and the source of inspiration for soldiers. This logo represents the wing in the famous statue of the Greek goddess. Nike's logo was designed by Carolyn Davidson in 1971 for $ 35, and was registered as a trademark in 1995.\nMcDonald's\nThe logo was designed in 1962 by Jim Schindler to resemble the archshaped signs on the side of the company's then walk-up hamburger stand. Later on, the two golden arches were combined together to form the M. The McDonald's name was added to the logo in 1968.\nApple\nThere are different stories behind Apple's logo. The first logo was a reference to the religious story of Adam and Eve, in which the apple represented the fruit of the Tree of Knowledge. One year later, the second logo was designed in 1977 by Steven Jobs and Ronald Wayne, and it described Sir Isaac Newton sitting under an apple tree. This logo didn't stay long. One year later it was replaced almost immediately by graphic designer Rob Janoff's \" rainbow apple\", a rainbow- colored silhouette of an apple with a bite taken out of it. And then the rainbow- colored apple was replaced by the one- colored logo in 1998. It has not been changed so far.\nMercedes Benz\nThe Mercedes Benz logo, which was originally created by Gottlieb Daimler in 1909, consists of a simple description of a three- pointed star that represents its rule of the land, the sea and the air. The company was founded by Gottlieb Daimler and Wilhelm Maybach. Marcedes is the name of Maybach's elder daughter, while Benz came as a result of a combination with Benz, Cie.and DMG in 1926.\nAdidas\nThe Adidas logo, which was created by the founder of the company Adi Dassler, represents mountains, pointing towards the challenges that are seen ahead and goals that can be achieved. The logo was used for the first time in 1976.\n\n<question>:\nWhat does Nike's logo stand for?\n\n<options>:\nA The goddess of victory\nB The source of inspiration for soldiers\nC The statue of the Greek goddess\nD The wing of the Greek goddess.\n\n<answer>:\n",
"assistant": "D"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nI was reading these interesting stories behind a group of great logos in the world. Personally Nike is my favorite one--it's so simple. And I liked the stories behind them, which made me forget all other things. McDonald's, Apple, Mercedes Benz and Adidas own great logos as well, and they are among my favorites.\nNike\nIn the Greek myth, Nike is the goddess of victory and the source of inspiration for soldiers. This logo represents the wing in the famous statue of the Greek goddess. Nike's logo was designed by Carolyn Davidson in 1971 for $ 35, and was registered as a trademark in 1995.\nMcDonald's\nThe logo was designed in 1962 by Jim Schindler to resemble the archshaped signs on the side of the company's then walk-up hamburger stand. Later on, the two golden arches were combined together to form the M. The McDonald's name was added to the logo in 1968.\nApple\nThere are different stories behind Apple's logo. The first logo was a reference to the religious story of Adam and Eve, in which the apple represented the fruit of the Tree of Knowledge. One year later, the second logo was designed in 1977 by Steven Jobs and Ronald Wayne, and it described Sir Isaac Newton sitting under an apple tree. This logo didn't stay long. One year later it was replaced almost immediately by graphic designer Rob Janoff's \" rainbow apple\", a rainbow- colored silhouette of an apple with a bite taken out of it. And then the rainbow- colored apple was replaced by the one- colored logo in 1998. It has not been changed so far.\nMercedes Benz\nThe Mercedes Benz logo, which was originally created by Gottlieb Daimler in 1909, consists of a simple description of a three- pointed star that represents its rule of the land, the sea and the air. The company was founded by Gottlieb Daimler and Wilhelm Maybach. Marcedes is the name of Maybach's elder daughter, while Benz came as a result of a combination with Benz, Cie.and DMG in 1926.\nAdidas\nThe Adidas logo, which was created by the founder of the company Adi Dassler, represents mountains, pointing towards the challenges that are seen ahead and goals that can be achieved. The logo was used for the first time in 1976.\n\n<question>:\nWe can learn that Apple's present logo is _ .\n\n<options>:\nA the religious story of Adam and Eve\nB a bitten apple with only one color\nC Newton's sitting under an apple tree\nD the rainbow- colored bitten apple\n\n<answer>:\n",
"assistant": "B"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nI was reading these interesting stories behind a group of great logos in the world. Personally Nike is my favorite one--it's so simple. And I liked the stories behind them, which made me forget all other things. McDonald's, Apple, Mercedes Benz and Adidas own great logos as well, and they are among my favorites.\nNike\nIn the Greek myth, Nike is the goddess of victory and the source of inspiration for soldiers. This logo represents the wing in the famous statue of the Greek goddess. Nike's logo was designed by Carolyn Davidson in 1971 for $ 35, and was registered as a trademark in 1995.\nMcDonald's\nThe logo was designed in 1962 by Jim Schindler to resemble the archshaped signs on the side of the company's then walk-up hamburger stand. Later on, the two golden arches were combined together to form the M. The McDonald's name was added to the logo in 1968.\nApple\nThere are different stories behind Apple's logo. The first logo was a reference to the religious story of Adam and Eve, in which the apple represented the fruit of the Tree of Knowledge. One year later, the second logo was designed in 1977 by Steven Jobs and Ronald Wayne, and it described Sir Isaac Newton sitting under an apple tree. This logo didn't stay long. One year later it was replaced almost immediately by graphic designer Rob Janoff's \" rainbow apple\", a rainbow- colored silhouette of an apple with a bite taken out of it. And then the rainbow- colored apple was replaced by the one- colored logo in 1998. It has not been changed so far.\nMercedes Benz\nThe Mercedes Benz logo, which was originally created by Gottlieb Daimler in 1909, consists of a simple description of a three- pointed star that represents its rule of the land, the sea and the air. The company was founded by Gottlieb Daimler and Wilhelm Maybach. Marcedes is the name of Maybach's elder daughter, while Benz came as a result of a combination with Benz, Cie.and DMG in 1926.\nAdidas\nThe Adidas logo, which was created by the founder of the company Adi Dassler, represents mountains, pointing towards the challenges that are seen ahead and goals that can be achieved. The logo was used for the first time in 1976.\n\n<question>:\nWhich of the following time orders describes the births of the great logos?\n\n<options>:\nA Mercedes Benz - McDonald's - Nike - Apple.\nB Nike - McDonald's - Apple - Mercedes Benz.\nC McDonald's - Apple - Nike - Mercedes Benz.\nD Nike -Mercedes Benz -McDonald's - Apple,\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>:\nDining Experiences at Belmond Grand Hotel Europe\nDelicious cuisine is paired with excellent musical entertainment at Belmond Grand Hotel Europe.\nTCHAIKOVSKY NIGHT\nEvery Friday, dine in Lobby Bar and be treated to a special musical accompaniment.\nEnjoy timeless classics from the great Russian composer Tchaikovsky, performed by local dancers and a\nchamber orchestra.\nTime: 7 pm - 10 pm\nPrice: RUB 2, 000 per adult\nRUSSIAN AFTERNOON TEA\nTake a seat in the Mezzanine Cafe at a table laid out with Imperial Porcelain china.Feast on Borodinsky\nbread sandwiches with various fillings, hot smoked trout , delightful mini pirozhki and sweets such\nas vatrushkas, all accompanied by good, strong tea and light music.\nAvailable daily 2 pm - 6 pm, priced at 1800 RUB for two.\nTAITTINGER CHAMPAGNE BRUNCH\nEnjoy a wide variety of international dishes and unlimited drinks accompanied by live jazz at L'Europe\nRestaurant every Sunday.A supervised playroom for children is also available.\nTime: I pm - 4:30 pm\nPrice: RUB 4, 900 per adult; Children': up t0 7 - free / 7 t0 15 - RUBI, 800 / above 16 - full price\nVODKA EXPERIENCE\nAvailable in the Caviar Bar, let our seasoned chef take you through caviar and vodka pairings.\nYou can also take part in cocktail demonstrations, or enjoy vodka-themed treatments at the beauty salon.\nAvailable daily 4 pm - 11 pm, priced at RUB 3, 000 for one bottle.\n\n<question>:\nA couple with twins aged 5 dining at L'Europe Restaurant should pay at least _ .\n\n<options>:\nA RUB 14, 400\nB RUB 19, 600\nC RUB 9, 800\nD RUB 3, 600\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>:\nDining Experiences at Belmond Grand Hotel Europe\nDelicious cuisine is paired with excellent musical entertainment at Belmond Grand Hotel Europe.\nTCHAIKOVSKY NIGHT\nEvery Friday, dine in Lobby Bar and be treated to a special musical accompaniment.\nEnjoy timeless classics from the great Russian composer Tchaikovsky, performed by local dancers and a\nchamber orchestra.\nTime: 7 pm - 10 pm\nPrice: RUB 2, 000 per adult\nRUSSIAN AFTERNOON TEA\nTake a seat in the Mezzanine Cafe at a table laid out with Imperial Porcelain china.Feast on Borodinsky\nbread sandwiches with various fillings, hot smoked trout , delightful mini pirozhki and sweets such\nas vatrushkas, all accompanied by good, strong tea and light music.\nAvailable daily 2 pm - 6 pm, priced at 1800 RUB for two.\nTAITTINGER CHAMPAGNE BRUNCH\nEnjoy a wide variety of international dishes and unlimited drinks accompanied by live jazz at L'Europe\nRestaurant every Sunday.A supervised playroom for children is also available.\nTime: I pm - 4:30 pm\nPrice: RUB 4, 900 per adult; Children': up t0 7 - free / 7 t0 15 - RUBI, 800 / above 16 - full price\nVODKA EXPERIENCE\nAvailable in the Caviar Bar, let our seasoned chef take you through caviar and vodka pairings.\nYou can also take part in cocktail demonstrations, or enjoy vodka-themed treatments at the beauty salon.\nAvailable daily 4 pm - 11 pm, priced at RUB 3, 000 for one bottle.\n\n<question>:\nWhich of the following will be your best choice, if you like classical music?\n\n<options>:\nA Lobby Bar.\nB The Mezzanine Caf6.\nC Caviar Bar.\nD L'Europe Restaurant.\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>:\nDining Experiences at Belmond Grand Hotel Europe\nDelicious cuisine is paired with excellent musical entertainment at Belmond Grand Hotel Europe.\nTCHAIKOVSKY NIGHT\nEvery Friday, dine in Lobby Bar and be treated to a special musical accompaniment.\nEnjoy timeless classics from the great Russian composer Tchaikovsky, performed by local dancers and a\nchamber orchestra.\nTime: 7 pm - 10 pm\nPrice: RUB 2, 000 per adult\nRUSSIAN AFTERNOON TEA\nTake a seat in the Mezzanine Cafe at a table laid out with Imperial Porcelain china.Feast on Borodinsky\nbread sandwiches with various fillings, hot smoked trout , delightful mini pirozhki and sweets such\nas vatrushkas, all accompanied by good, strong tea and light music.\nAvailable daily 2 pm - 6 pm, priced at 1800 RUB for two.\nTAITTINGER CHAMPAGNE BRUNCH\nEnjoy a wide variety of international dishes and unlimited drinks accompanied by live jazz at L'Europe\nRestaurant every Sunday.A supervised playroom for children is also available.\nTime: I pm - 4:30 pm\nPrice: RUB 4, 900 per adult; Children': up t0 7 - free / 7 t0 15 - RUBI, 800 / above 16 - full price\nVODKA EXPERIENCE\nAvailable in the Caviar Bar, let our seasoned chef take you through caviar and vodka pairings.\nYou can also take part in cocktail demonstrations, or enjoy vodka-themed treatments at the beauty salon.\nAvailable daily 4 pm - 11 pm, priced at RUB 3, 000 for one bottle.\n\n<question>:\nWhere does this passage probably come from?\n\n<options>:\nA A science fiction.\nB A hotel brochure.\nC A recipe book.\nD A geography textbook.\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 dog, called Prince, was an intelligent animal and a slave to Williams. From morning till night, he had a number of clear duties, for which Williams had patiently trained him and, like a good pupil, Prince lived for the chance to prove his abilities. When Williams wanted to put on his boots, he would murmur. \"Boots\" and within seconds the dog would drop them at his feet. At nine every morning Prince ran off to the general store in the village, returning shortly not only with Williams' daily paper but with a packet of Williams' favorite tobacco. A trained gun-dog, Prince had a large soft mouth specially evolved (;) for the sake of carrying hunted creatures, so the paper and tobacco came to no harm, never even showing a tooth mark.\n Williams was an engine driver, and he had to work at irregular times -- \"days\", \"late days\", or \"nights\". Over the years Prince got to know these periods of work and rest, and knew when his master would leave the house and return and _ If Williams overslept, Prince barked at the bedroom door until he woke. On his return, Williams' slippers were brought to him, the paper and tobacco too.\n A curious thing happened to Williams during the snow and ice of last winter. One evening he slipped and fell on the icy pavement somewhere between the village and his home. He was so badly shaken that he stayed in bed for three days; and not until he got up and dressed again did he discover that he had lost his wallet containing over fifty pounds. The house was turned upside down in the search, but the wallet was not found. However, two days later, Prince dropped the wallet into Williams' hand. Very muddy, and wet through, the wallet still contained fifty-three pounds.\n\n<question>:\nIt can be learned from the passage that gun-dogs are dogs that_.\n\n<options>:\nA can take care of their owners\nB are the fastest runners of all dogs\nC have their teeth removed when they are young\nD can carry birds , foxes , etc .without hurting them\n\n<answer>:\n",
"assistant": "D"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nThe dog, called Prince, was an intelligent animal and a slave to Williams. From morning till night, he had a number of clear duties, for which Williams had patiently trained him and, like a good pupil, Prince lived for the chance to prove his abilities. When Williams wanted to put on his boots, he would murmur. \"Boots\" and within seconds the dog would drop them at his feet. At nine every morning Prince ran off to the general store in the village, returning shortly not only with Williams' daily paper but with a packet of Williams' favorite tobacco. A trained gun-dog, Prince had a large soft mouth specially evolved (;) for the sake of carrying hunted creatures, so the paper and tobacco came to no harm, never even showing a tooth mark.\n Williams was an engine driver, and he had to work at irregular times -- \"days\", \"late days\", or \"nights\". Over the years Prince got to know these periods of work and rest, and knew when his master would leave the house and return and _ If Williams overslept, Prince barked at the bedroom door until he woke. On his return, Williams' slippers were brought to him, the paper and tobacco too.\n A curious thing happened to Williams during the snow and ice of last winter. One evening he slipped and fell on the icy pavement somewhere between the village and his home. He was so badly shaken that he stayed in bed for three days; and not until he got up and dressed again did he discover that he had lost his wallet containing over fifty pounds. The house was turned upside down in the search, but the wallet was not found. However, two days later, Prince dropped the wallet into Williams' hand. Very muddy, and wet through, the wallet still contained fifty-three pounds.\n\n<question>:\nWilliams did not realize his wallet was lost for several days because_.\n\n<options>:\nA he had no chance to feel in his pockets\nB he had thought it was in his house\nC he was sure his dog could find it\nD he was ill all the time\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 dog, called Prince, was an intelligent animal and a slave to Williams. From morning till night, he had a number of clear duties, for which Williams had patiently trained him and, like a good pupil, Prince lived for the chance to prove his abilities. When Williams wanted to put on his boots, he would murmur. \"Boots\" and within seconds the dog would drop them at his feet. At nine every morning Prince ran off to the general store in the village, returning shortly not only with Williams' daily paper but with a packet of Williams' favorite tobacco. A trained gun-dog, Prince had a large soft mouth specially evolved (;) for the sake of carrying hunted creatures, so the paper and tobacco came to no harm, never even showing a tooth mark.\n Williams was an engine driver, and he had to work at irregular times -- \"days\", \"late days\", or \"nights\". Over the years Prince got to know these periods of work and rest, and knew when his master would leave the house and return and _ If Williams overslept, Prince barked at the bedroom door until he woke. On his return, Williams' slippers were brought to him, the paper and tobacco too.\n A curious thing happened to Williams during the snow and ice of last winter. One evening he slipped and fell on the icy pavement somewhere between the village and his home. He was so badly shaken that he stayed in bed for three days; and not until he got up and dressed again did he discover that he had lost his wallet containing over fifty pounds. The house was turned upside down in the search, but the wallet was not found. However, two days later, Prince dropped the wallet into Williams' hand. Very muddy, and wet through, the wallet still contained fifty-three pounds.\n\n<question>:\nThe best title for this passage is_.\n\n<options>:\nA An intelligent dog\nB Williams had a trained dog\nC Williams' family and a clever dog\nD Prince , a clever , well-trained dog\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>:\nAccording to a report , more than a million workers will fail to take their full annul leave this year in UK. That's to say, totally, those workers will give up 6.2 million days of vacation, with an average of five days for each worker. For their employers, they feel happy because that is equal to a potential $500 million of 'free' work, which, according to an economist will boost the output of the economy by about two percent.\nThe report also showed that the main reasons employees give up their remaining annul leave are due to pressures at work and their failing to appreciate that taking a break could make them more productive and, in turn, boost the economy in the long term.\nThe research, done by price comparison website Travel Supermarket, found that more than one in four of those who will give up their remaining holidays (28 percent) will do so due to pressures at work. Bob Atkinson, travel expert for Travel Supermarket said: \"As the economy is not so satisfying, it's no surprise that people are cautious to take all their leave, especially if they feel stressed and uncertainty at work.\" Nine percent of the 2,020 people surveyed also said they would feel guilty about taking the leave because their work would have to be taken care of by their colleagues. A further three percent said they would be concerned about how taking time off would look to their employer, while the same percentage said they did not want to miss anything interesting or beneficial at work in the time they would be away.\nVicky Redwood, chief UK economist at Capital Economics, said: \"Suppose that there are about 250 working days in a year, getting an extra five 'free' days of work from their employees could in theory boost the output of the economy by about two percent. On the other hand, if workers are less productive as a result of not getting enough breaks from work, taking all the annual leave, in fact, will perhaps increase the economy.\"\n\n<question>:\nAccording to the report, in UK more than a million workers_.\n\n<options>:\nA will not ask for leave in their working days\nB will take five days leave on average\nC will work 500 million days freely for their employers\nD will not take all their holiday leave this year\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>:\nAccording to a report , more than a million workers will fail to take their full annul leave this year in UK. That's to say, totally, those workers will give up 6.2 million days of vacation, with an average of five days for each worker. For their employers, they feel happy because that is equal to a potential $500 million of 'free' work, which, according to an economist will boost the output of the economy by about two percent.\nThe report also showed that the main reasons employees give up their remaining annul leave are due to pressures at work and their failing to appreciate that taking a break could make them more productive and, in turn, boost the economy in the long term.\nThe research, done by price comparison website Travel Supermarket, found that more than one in four of those who will give up their remaining holidays (28 percent) will do so due to pressures at work. Bob Atkinson, travel expert for Travel Supermarket said: \"As the economy is not so satisfying, it's no surprise that people are cautious to take all their leave, especially if they feel stressed and uncertainty at work.\" Nine percent of the 2,020 people surveyed also said they would feel guilty about taking the leave because their work would have to be taken care of by their colleagues. A further three percent said they would be concerned about how taking time off would look to their employer, while the same percentage said they did not want to miss anything interesting or beneficial at work in the time they would be away.\nVicky Redwood, chief UK economist at Capital Economics, said: \"Suppose that there are about 250 working days in a year, getting an extra five 'free' days of work from their employees could in theory boost the output of the economy by about two percent. On the other hand, if workers are less productive as a result of not getting enough breaks from work, taking all the annual leave, in fact, will perhaps increase the economy.\"\n\n<question>:\nWhich of the following is NOT a reason why employees don't take all their holiday leave?\n\n<options>:\nA They have a lot of pressures at work.\nB They don't realize that they will be more productive after taking a break.\nC They are busy and have no time because they have a lot of work to do.\nD They don't think it proper to have their work taken care of by their colleagues.\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>:\nAccording to a report , more than a million workers will fail to take their full annul leave this year in UK. That's to say, totally, those workers will give up 6.2 million days of vacation, with an average of five days for each worker. For their employers, they feel happy because that is equal to a potential $500 million of 'free' work, which, according to an economist will boost the output of the economy by about two percent.\nThe report also showed that the main reasons employees give up their remaining annul leave are due to pressures at work and their failing to appreciate that taking a break could make them more productive and, in turn, boost the economy in the long term.\nThe research, done by price comparison website Travel Supermarket, found that more than one in four of those who will give up their remaining holidays (28 percent) will do so due to pressures at work. Bob Atkinson, travel expert for Travel Supermarket said: \"As the economy is not so satisfying, it's no surprise that people are cautious to take all their leave, especially if they feel stressed and uncertainty at work.\" Nine percent of the 2,020 people surveyed also said they would feel guilty about taking the leave because their work would have to be taken care of by their colleagues. A further three percent said they would be concerned about how taking time off would look to their employer, while the same percentage said they did not want to miss anything interesting or beneficial at work in the time they would be away.\nVicky Redwood, chief UK economist at Capital Economics, said: \"Suppose that there are about 250 working days in a year, getting an extra five 'free' days of work from their employees could in theory boost the output of the economy by about two percent. On the other hand, if workers are less productive as a result of not getting enough breaks from work, taking all the annual leave, in fact, will perhaps increase the economy.\"\n\n<question>:\nAccording to the report above, three percent of the people don't take all their holiday leave because _ .\n\n<options>:\nA they are worried about their employer's view on their taking holidays\nB they are under great pressure from the work\nC they are afraid of being found by their employers while taking holidays\nD they worry about losing their jobs after taking holidays\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>:\nAccording to a report , more than a million workers will fail to take their full annul leave this year in UK. That's to say, totally, those workers will give up 6.2 million days of vacation, with an average of five days for each worker. For their employers, they feel happy because that is equal to a potential $500 million of 'free' work, which, according to an economist will boost the output of the economy by about two percent.\nThe report also showed that the main reasons employees give up their remaining annul leave are due to pressures at work and their failing to appreciate that taking a break could make them more productive and, in turn, boost the economy in the long term.\nThe research, done by price comparison website Travel Supermarket, found that more than one in four of those who will give up their remaining holidays (28 percent) will do so due to pressures at work. Bob Atkinson, travel expert for Travel Supermarket said: \"As the economy is not so satisfying, it's no surprise that people are cautious to take all their leave, especially if they feel stressed and uncertainty at work.\" Nine percent of the 2,020 people surveyed also said they would feel guilty about taking the leave because their work would have to be taken care of by their colleagues. A further three percent said they would be concerned about how taking time off would look to their employer, while the same percentage said they did not want to miss anything interesting or beneficial at work in the time they would be away.\nVicky Redwood, chief UK economist at Capital Economics, said: \"Suppose that there are about 250 working days in a year, getting an extra five 'free' days of work from their employees could in theory boost the output of the economy by about two percent. On the other hand, if workers are less productive as a result of not getting enough breaks from work, taking all the annual leave, in fact, will perhaps increase the economy.\"\n\n<question>:\nFrom what Vicky Redwood said, we can infer that _ .\n\n<options>:\nA employees' extra five days of work will certainly boost the output of the economy by about two percent.\nB not getting enough breaks from work may cause workers less productive\nC in order to boost output in the economy, employees should give up some holidays\nD the more leave the employees take, the better the economy will become\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>:\nAccording to a report , more than a million workers will fail to take their full annul leave this year in UK. That's to say, totally, those workers will give up 6.2 million days of vacation, with an average of five days for each worker. For their employers, they feel happy because that is equal to a potential $500 million of 'free' work, which, according to an economist will boost the output of the economy by about two percent.\nThe report also showed that the main reasons employees give up their remaining annul leave are due to pressures at work and their failing to appreciate that taking a break could make them more productive and, in turn, boost the economy in the long term.\nThe research, done by price comparison website Travel Supermarket, found that more than one in four of those who will give up their remaining holidays (28 percent) will do so due to pressures at work. Bob Atkinson, travel expert for Travel Supermarket said: \"As the economy is not so satisfying, it's no surprise that people are cautious to take all their leave, especially if they feel stressed and uncertainty at work.\" Nine percent of the 2,020 people surveyed also said they would feel guilty about taking the leave because their work would have to be taken care of by their colleagues. A further three percent said they would be concerned about how taking time off would look to their employer, while the same percentage said they did not want to miss anything interesting or beneficial at work in the time they would be away.\nVicky Redwood, chief UK economist at Capital Economics, said: \"Suppose that there are about 250 working days in a year, getting an extra five 'free' days of work from their employees could in theory boost the output of the economy by about two percent. On the other hand, if workers are less productive as a result of not getting enough breaks from work, taking all the annual leave, in fact, will perhaps increase the economy.\"\n\n<question>:\nThe passage is mainly about _ .\n\n<options>:\nA a report about how the workers in UK take their holidays\nB the fact that one million employees in UK don't take all their annual leave\nC how the pressures at work affect the workers in UK\nD reasons why employees give up their right to take holidays\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>:\nLike human beings, dogs may catch cold because of cold weather, wet conditions or can also get it from other sick dogs. If a dog has a running nose and watery eyes, coughs or sneezes , then it is quite probable that the dog has caught cold.\nA dog's cold can get over after a few days without treatment but it totally depends upon the owner to treat it with medications or improve its immune power to get rid of the cold naturally. Following are some of the things you can do if your dog gets a cold.\nYou can improve its immune power by giving it proper nutrient diet. Healthy food can really do wonders. Try to give it food which is either suggested by the vet or is healthy for your pet. Increase the intake of food which is rich in vitamins A, C and E.\nKeep your dog warm. The best place for your dog in winter is inside your house. Do not keep your dog outside when it is cold and wet. At home you can also keep the dog warm with the help of carpets. This will make him comfortable and help him to recover fast.\nIncrease the fluid intake as it helps a lot. Water can be the best choice but you can also add broth in water which will give your dog strength. Warm water will make your dog more comfortable and will also keep the dog away from the respiratory infections .\nSteam treatment is considered to be effective in getting rid of cold. It makes the nasal passage wet, which helps proper breathing. Just fill your bathroom with steam and leave your dog inside the bathroom for 15 minutes. Do it nearly 2 to 3 times a day and you will see your dog recovering.\nThese are some of the things you can do to help your dog recover from cold. However, if you are not able to find any improvement in its health, then turn to the vet for help immediately. Take your dog for regular checkups so as to avoid complications .\n\n<question>:\nWhen your dog catches cold, you should feed it on _ .\n\n<options>:\nA its favorite food\nB the suggested food by the vet\nC some meat and water\nD food rich in vitamin B\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>:\nLike human beings, dogs may catch cold because of cold weather, wet conditions or can also get it from other sick dogs. If a dog has a running nose and watery eyes, coughs or sneezes , then it is quite probable that the dog has caught cold.\nA dog's cold can get over after a few days without treatment but it totally depends upon the owner to treat it with medications or improve its immune power to get rid of the cold naturally. Following are some of the things you can do if your dog gets a cold.\nYou can improve its immune power by giving it proper nutrient diet. Healthy food can really do wonders. Try to give it food which is either suggested by the vet or is healthy for your pet. Increase the intake of food which is rich in vitamins A, C and E.\nKeep your dog warm. The best place for your dog in winter is inside your house. Do not keep your dog outside when it is cold and wet. At home you can also keep the dog warm with the help of carpets. This will make him comfortable and help him to recover fast.\nIncrease the fluid intake as it helps a lot. Water can be the best choice but you can also add broth in water which will give your dog strength. Warm water will make your dog more comfortable and will also keep the dog away from the respiratory infections .\nSteam treatment is considered to be effective in getting rid of cold. It makes the nasal passage wet, which helps proper breathing. Just fill your bathroom with steam and leave your dog inside the bathroom for 15 minutes. Do it nearly 2 to 3 times a day and you will see your dog recovering.\nThese are some of the things you can do to help your dog recover from cold. However, if you are not able to find any improvement in its health, then turn to the vet for help immediately. Take your dog for regular checkups so as to avoid complications .\n\n<question>:\nWhen a dog catches cold, it is wrong to _ .\n\n<options>:\nA keep it inside during cold and wet weather\nB leave it inside the bathroom full of steam\nC let it eat too much solid food\nD keep it sleeping on carpets at home\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>:\nLike human beings, dogs may catch cold because of cold weather, wet conditions or can also get it from other sick dogs. If a dog has a running nose and watery eyes, coughs or sneezes , then it is quite probable that the dog has caught cold.\nA dog's cold can get over after a few days without treatment but it totally depends upon the owner to treat it with medications or improve its immune power to get rid of the cold naturally. Following are some of the things you can do if your dog gets a cold.\nYou can improve its immune power by giving it proper nutrient diet. Healthy food can really do wonders. Try to give it food which is either suggested by the vet or is healthy for your pet. Increase the intake of food which is rich in vitamins A, C and E.\nKeep your dog warm. The best place for your dog in winter is inside your house. Do not keep your dog outside when it is cold and wet. At home you can also keep the dog warm with the help of carpets. This will make him comfortable and help him to recover fast.\nIncrease the fluid intake as it helps a lot. Water can be the best choice but you can also add broth in water which will give your dog strength. Warm water will make your dog more comfortable and will also keep the dog away from the respiratory infections .\nSteam treatment is considered to be effective in getting rid of cold. It makes the nasal passage wet, which helps proper breathing. Just fill your bathroom with steam and leave your dog inside the bathroom for 15 minutes. Do it nearly 2 to 3 times a day and you will see your dog recovering.\nThese are some of the things you can do to help your dog recover from cold. However, if you are not able to find any improvement in its health, then turn to the vet for help immediately. Take your dog for regular checkups so as to avoid complications .\n\n<question>:\nIt can be learnt from the text that _ .\n\n<options>:\nA a dog's cold can always disappear naturally\nB it's quite easy to make a sick dog recover from cold\nC treating a dog's cold sometimes needs a vet's help\nD cold in dogs won't spread between each other.\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>:\nScience Daily--Kids may roll their eyes when their mothers asks them about their school day, but answering her may actually help them learn. New research from Vanderbilt University reveals that children learn the solution to a problem best when they explain it to their mom.\n\"We knew that children learn well with their moms or with a peer, but we did not know if that was because they were getting feedback and help,\" Bethany Rittle-Johnson, the study's lead author and assistant professor of psychology at Vanderbilt's Peabody College of education and human development, said. \"In this study, we just had the children's mothers listen, without providing any assistance. We've found that by simply listening, a mother helps her child learn.\"\nRittle-Johnson believes the new finding can help parents better assist their children with their schoolwork, even when they are not sure of the answer themselves. Although the researchers used children and their mothers in the study, they believe the same results will hold true whether the person is the child's father, grandparent, or other familiar persons.\n\"The basic idea is that it is really effective to try to get kids to explain things themselves instead of just telling them the answer,\" she said. \"Explaining their reasoning, to a parent or perhaps to other people they know, will help them understand the problem and apply what they have learned to other situations. We saw that this simple act of listening by mom made a difference in the quality of the child's explanations and how well they could solve more difficult problems later on.\n\n<question>:\nAccording to the passage, a mom had better _ .\n\n<options>:\nA give a kid some help when he is explaining his problem\nB just listen while a kid is explaining his problem\nC work together with a kid toward the solution to a problem\nD leave a kid alone when he meets a problem at school\n\n<answer>:\n",
"assistant": "B"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nScience Daily--Kids may roll their eyes when their mothers asks them about their school day, but answering her may actually help them learn. New research from Vanderbilt University reveals that children learn the solution to a problem best when they explain it to their mom.\n\"We knew that children learn well with their moms or with a peer, but we did not know if that was because they were getting feedback and help,\" Bethany Rittle-Johnson, the study's lead author and assistant professor of psychology at Vanderbilt's Peabody College of education and human development, said. \"In this study, we just had the children's mothers listen, without providing any assistance. We've found that by simply listening, a mother helps her child learn.\"\nRittle-Johnson believes the new finding can help parents better assist their children with their schoolwork, even when they are not sure of the answer themselves. Although the researchers used children and their mothers in the study, they believe the same results will hold true whether the person is the child's father, grandparent, or other familiar persons.\n\"The basic idea is that it is really effective to try to get kids to explain things themselves instead of just telling them the answer,\" she said. \"Explaining their reasoning, to a parent or perhaps to other people they know, will help them understand the problem and apply what they have learned to other situations. We saw that this simple act of listening by mom made a difference in the quality of the child's explanations and how well they could solve more difficult problems later on.\n\n<question>:\nIf she wants to help a child with his schoolwork, a mom _ .\n\n<options>:\nA should know the answer to a problem first\nB should pay attention to the child's feedback.\nC may not know the answer herself\nD should not interrupt the child\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>:\nScience Daily--Kids may roll their eyes when their mothers asks them about their school day, but answering her may actually help them learn. New research from Vanderbilt University reveals that children learn the solution to a problem best when they explain it to their mom.\n\"We knew that children learn well with their moms or with a peer, but we did not know if that was because they were getting feedback and help,\" Bethany Rittle-Johnson, the study's lead author and assistant professor of psychology at Vanderbilt's Peabody College of education and human development, said. \"In this study, we just had the children's mothers listen, without providing any assistance. We've found that by simply listening, a mother helps her child learn.\"\nRittle-Johnson believes the new finding can help parents better assist their children with their schoolwork, even when they are not sure of the answer themselves. Although the researchers used children and their mothers in the study, they believe the same results will hold true whether the person is the child's father, grandparent, or other familiar persons.\n\"The basic idea is that it is really effective to try to get kids to explain things themselves instead of just telling them the answer,\" she said. \"Explaining their reasoning, to a parent or perhaps to other people they know, will help them understand the problem and apply what they have learned to other situations. We saw that this simple act of listening by mom made a difference in the quality of the child's explanations and how well they could solve more difficult problems later on.\n\n<question>:\nWho will be the least help to a kid when he is explaining, according to Rittle-Johnson?\n\n<options>:\nA The kid's mom.\nB The kid's grandmother.\nC A peer.\nD A relative the kid doesn't know.\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>:\nScience Daily--Kids may roll their eyes when their mothers asks them about their school day, but answering her may actually help them learn. New research from Vanderbilt University reveals that children learn the solution to a problem best when they explain it to their mom.\n\"We knew that children learn well with their moms or with a peer, but we did not know if that was because they were getting feedback and help,\" Bethany Rittle-Johnson, the study's lead author and assistant professor of psychology at Vanderbilt's Peabody College of education and human development, said. \"In this study, we just had the children's mothers listen, without providing any assistance. We've found that by simply listening, a mother helps her child learn.\"\nRittle-Johnson believes the new finding can help parents better assist their children with their schoolwork, even when they are not sure of the answer themselves. Although the researchers used children and their mothers in the study, they believe the same results will hold true whether the person is the child's father, grandparent, or other familiar persons.\n\"The basic idea is that it is really effective to try to get kids to explain things themselves instead of just telling them the answer,\" she said. \"Explaining their reasoning, to a parent or perhaps to other people they know, will help them understand the problem and apply what they have learned to other situations. We saw that this simple act of listening by mom made a difference in the quality of the child's explanations and how well they could solve more difficult problems later on.\n\n<question>:\nWhich of the following best gives the main idea of the passage?\n\n<options>:\nA Children learn better when their mom is hearing their explaining.\nB Children learn better if they find the solution to a problem themselves.\nC Parents should not provide any assistance to their children's schoolwork.\nD A mom should listen more to their children when they have problems at 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>:\nScientific discoveries have changed man's life a great deal during the past century. First of all, they have greatly improved material well-being in several areas of life. In the field of medicine, cures for life threatening diseases have enabled people to live longer. In communication, the telephone and e-mail have made it possible for us to communicate with anyone in the world without leaving our homes or offices. Advances in transportation allow businessmen to fly across the ocean in the morning and return home the same evening. Space technology has put men on the moon. More efficient ways of using available resources, such as coal and solar power, have been explored.\nScientific discoveries have also changed man's moral atmosphere. Ethical issues are raised by these discoveries. Should we keep a terminally ill person alive through drugs and machines or should we allow him to die in dignity? With advances in transportation had come the problem of pollution for nearly every major city in the world. If cities become uninhabitable, then such technical advances may come with too great a price to pay. Many people also question the wisdom of sending men to the moon when there are urgent problems that have not been solved on earth. During future years, increasing attention must be given to the moral as well as the practical applications of science.\n\n<question>:\nScientific discoveries have improved man's life in several fields. Which of the following is not mentioned in the passage?\n\n<options>:\nA medicine\nB communication and transportation\nC education\nD space technology\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>:\nScientific discoveries have changed man's life a great deal during the past century. First of all, they have greatly improved material well-being in several areas of life. In the field of medicine, cures for life threatening diseases have enabled people to live longer. In communication, the telephone and e-mail have made it possible for us to communicate with anyone in the world without leaving our homes or offices. Advances in transportation allow businessmen to fly across the ocean in the morning and return home the same evening. Space technology has put men on the moon. More efficient ways of using available resources, such as coal and solar power, have been explored.\nScientific discoveries have also changed man's moral atmosphere. Ethical issues are raised by these discoveries. Should we keep a terminally ill person alive through drugs and machines or should we allow him to die in dignity? With advances in transportation had come the problem of pollution for nearly every major city in the world. If cities become uninhabitable, then such technical advances may come with too great a price to pay. Many people also question the wisdom of sending men to the moon when there are urgent problems that have not been solved on earth. During future years, increasing attention must be given to the moral as well as the practical applications of science.\n\n<question>:\nWhich of the following statements is true according to the passage?\n\n<options>:\nA Scientific discoveries have only changed man's moral atmosphere.\nB Scientific discoveries have only changed man's material well-being.\nC Scientific discoveries have helped people find efficient ways of using available resources.\nD Men are sent to the moon because there are urgent problems that have not been solved on earth.\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>:\nScientific discoveries have changed man's life a great deal during the past century. First of all, they have greatly improved material well-being in several areas of life. In the field of medicine, cures for life threatening diseases have enabled people to live longer. In communication, the telephone and e-mail have made it possible for us to communicate with anyone in the world without leaving our homes or offices. Advances in transportation allow businessmen to fly across the ocean in the morning and return home the same evening. Space technology has put men on the moon. More efficient ways of using available resources, such as coal and solar power, have been explored.\nScientific discoveries have also changed man's moral atmosphere. Ethical issues are raised by these discoveries. Should we keep a terminally ill person alive through drugs and machines or should we allow him to die in dignity? With advances in transportation had come the problem of pollution for nearly every major city in the world. If cities become uninhabitable, then such technical advances may come with too great a price to pay. Many people also question the wisdom of sending men to the moon when there are urgent problems that have not been solved on earth. During future years, increasing attention must be given to the moral as well as the practical applications of science.\n\n<question>:\nAt the end of the passage the author says that increasing attention must be given to _ .\n\n<options>:\nA the moral applications of science\nB the practical applications of science\nC urgent problems on the earth\nD both A and B\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>:\nScientific discoveries have changed man's life a great deal during the past century. First of all, they have greatly improved material well-being in several areas of life. In the field of medicine, cures for life threatening diseases have enabled people to live longer. In communication, the telephone and e-mail have made it possible for us to communicate with anyone in the world without leaving our homes or offices. Advances in transportation allow businessmen to fly across the ocean in the morning and return home the same evening. Space technology has put men on the moon. More efficient ways of using available resources, such as coal and solar power, have been explored.\nScientific discoveries have also changed man's moral atmosphere. Ethical issues are raised by these discoveries. Should we keep a terminally ill person alive through drugs and machines or should we allow him to die in dignity? With advances in transportation had come the problem of pollution for nearly every major city in the world. If cities become uninhabitable, then such technical advances may come with too great a price to pay. Many people also question the wisdom of sending men to the moon when there are urgent problems that have not been solved on earth. During future years, increasing attention must be given to the moral as well as the practical applications of science.\n\n<question>:\nThe best title for the passage is _ .\n\n<options>:\nA Science discoveries\nB Science and daily life\nC Advances in transportation\nD City pollution\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>:\nIt was a quiet village in which there was a military camp . It was far from the towns and cities and there were some high mountains around. Of course it was a good place for training the new soldiers. But it was difficult for the young men to go outside. Mr. White, an officer of forty, was strict with them and he hardly let them leave the camp.\nOnce Mr. White was ill in bed. He couldn't work and a young officer, Mr. Hunt began to train the new soldiers instead of him. He knew the young men well and let nine soldiers go to the nearest town to have a holiday. But night fell and none came back to the camp. He was worried about it and stood at the gate. It was five to twelve when Mr. Hunt decided to go to the town and see what was happening to the young men. He started the car quickly and set off. At that moment the nine soldiers came back. It seemed they drank wine. Of course they found the officer was angry.\n\"I'm sorry, sir,\"said the first soldier.\"I left the town on time. But something was wrong with my bus on my way here. I had to buy a horse and made it run fast. Bad luck! It died and I had to run back.\"\nAnd the other seven soldiers said they were late for the same reasons. It was the last soldier's turn. He said, \"I'm sorry, sir. I got on a bus on time, but...\"\nHaving heard this, the officer became even angrier and stopped him at once. He called out, \"If you say something was wrong with your bus, I'll punish you at once!\"\n\"No, no, sir,\" said the young man. \"My bus was all right, but the horse died!\"\n\n<question>:\nThe military camp was built in the village to _ .\n\n<options>:\nA stop the soldiers from going to towns\nB stop the soldiers from meeting their friends\nC train the new soldiers\nD make the young men live quietly\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>:\nIt was a quiet village in which there was a military camp . It was far from the towns and cities and there were some high mountains around. Of course it was a good place for training the new soldiers. But it was difficult for the young men to go outside. Mr. White, an officer of forty, was strict with them and he hardly let them leave the camp.\nOnce Mr. White was ill in bed. He couldn't work and a young officer, Mr. Hunt began to train the new soldiers instead of him. He knew the young men well and let nine soldiers go to the nearest town to have a holiday. But night fell and none came back to the camp. He was worried about it and stood at the gate. It was five to twelve when Mr. Hunt decided to go to the town and see what was happening to the young men. He started the car quickly and set off. At that moment the nine soldiers came back. It seemed they drank wine. Of course they found the officer was angry.\n\"I'm sorry, sir,\"said the first soldier.\"I left the town on time. But something was wrong with my bus on my way here. I had to buy a horse and made it run fast. Bad luck! It died and I had to run back.\"\nAnd the other seven soldiers said they were late for the same reasons. It was the last soldier's turn. He said, \"I'm sorry, sir. I got on a bus on time, but...\"\nHaving heard this, the officer became even angrier and stopped him at once. He called out, \"If you say something was wrong with your bus, I'll punish you at once!\"\n\"No, no, sir,\" said the young man. \"My bus was all right, but the horse died!\"\n\n<question>:\nMr. Hunt let the nine soldiers have a holiday because _ .\n\n<options>:\nA he was kind to them\nB they felt lonely\nC they had something important to do\nD they were the best of all\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>:\nIt was a quiet village in which there was a military camp . It was far from the towns and cities and there were some high mountains around. Of course it was a good place for training the new soldiers. But it was difficult for the young men to go outside. Mr. White, an officer of forty, was strict with them and he hardly let them leave the camp.\nOnce Mr. White was ill in bed. He couldn't work and a young officer, Mr. Hunt began to train the new soldiers instead of him. He knew the young men well and let nine soldiers go to the nearest town to have a holiday. But night fell and none came back to the camp. He was worried about it and stood at the gate. It was five to twelve when Mr. Hunt decided to go to the town and see what was happening to the young men. He started the car quickly and set off. At that moment the nine soldiers came back. It seemed they drank wine. Of course they found the officer was angry.\n\"I'm sorry, sir,\"said the first soldier.\"I left the town on time. But something was wrong with my bus on my way here. I had to buy a horse and made it run fast. Bad luck! It died and I had to run back.\"\nAnd the other seven soldiers said they were late for the same reasons. It was the last soldier's turn. He said, \"I'm sorry, sir. I got on a bus on time, but...\"\nHaving heard this, the officer became even angrier and stopped him at once. He called out, \"If you say something was wrong with your bus, I'll punish you at once!\"\n\"No, no, sir,\" said the young man. \"My bus was all right, but the horse died!\"\n\n<question>:\nThe young officer was worried because _ .\n\n<options>:\nA a traffic accident had happened\nB he was afraid something happened to the nine soldiers\nC the nine soldiers would come back\nD the nine soldiers drank too much in the town\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>:\nIt was a quiet village in which there was a military camp . It was far from the towns and cities and there were some high mountains around. Of course it was a good place for training the new soldiers. But it was difficult for the young men to go outside. Mr. White, an officer of forty, was strict with them and he hardly let them leave the camp.\nOnce Mr. White was ill in bed. He couldn't work and a young officer, Mr. Hunt began to train the new soldiers instead of him. He knew the young men well and let nine soldiers go to the nearest town to have a holiday. But night fell and none came back to the camp. He was worried about it and stood at the gate. It was five to twelve when Mr. Hunt decided to go to the town and see what was happening to the young men. He started the car quickly and set off. At that moment the nine soldiers came back. It seemed they drank wine. Of course they found the officer was angry.\n\"I'm sorry, sir,\"said the first soldier.\"I left the town on time. But something was wrong with my bus on my way here. I had to buy a horse and made it run fast. Bad luck! It died and I had to run back.\"\nAnd the other seven soldiers said they were late for the same reasons. It was the last soldier's turn. He said, \"I'm sorry, sir. I got on a bus on time, but...\"\nHaving heard this, the officer became even angrier and stopped him at once. He called out, \"If you say something was wrong with your bus, I'll punish you at once!\"\n\"No, no, sir,\" said the young man. \"My bus was all right, but the horse died!\"\n\n<question>:\nThe nine soldiers returned to the camp late because _ .\n\n<options>:\nA something was wrong with their buses\nB their horses died on the return way\nC it took them much time to run back\nD they all drank much in the town\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>:\nIt was a quiet village in which there was a military camp . It was far from the towns and cities and there were some high mountains around. Of course it was a good place for training the new soldiers. But it was difficult for the young men to go outside. Mr. White, an officer of forty, was strict with them and he hardly let them leave the camp.\nOnce Mr. White was ill in bed. He couldn't work and a young officer, Mr. Hunt began to train the new soldiers instead of him. He knew the young men well and let nine soldiers go to the nearest town to have a holiday. But night fell and none came back to the camp. He was worried about it and stood at the gate. It was five to twelve when Mr. Hunt decided to go to the town and see what was happening to the young men. He started the car quickly and set off. At that moment the nine soldiers came back. It seemed they drank wine. Of course they found the officer was angry.\n\"I'm sorry, sir,\"said the first soldier.\"I left the town on time. But something was wrong with my bus on my way here. I had to buy a horse and made it run fast. Bad luck! It died and I had to run back.\"\nAnd the other seven soldiers said they were late for the same reasons. It was the last soldier's turn. He said, \"I'm sorry, sir. I got on a bus on time, but...\"\nHaving heard this, the officer became even angrier and stopped him at once. He called out, \"If you say something was wrong with your bus, I'll punish you at once!\"\n\"No, no, sir,\" said the young man. \"My bus was all right, but the horse died!\"\n\n<question>:\nWhich answer do you think is true?\n\n<options>:\nA You'll believe only the last soldier.\nB The officer believed the nine soldiers.\nC You'll believe none of the nine soldiers.\nD The officer won't punish his soldiers.\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>:\nDozens of school districts around the country have been looking at these studies and are considering ways to adjust their class schedules.\nEric Peterson is head of St. George's School, a private boarding school for grades 9-12 in the northeastern state of Rhode Island.\nAfter looking at the medical research on adolescent sleep needs and observing students in his own school, Peterson consulted with Dr. Judy Owen, a famous pediatrician and sleep expert.\nArmed with what he considered to be convincing data, Peterson decided to change his school's start time from 8:00 am to 8:30 am on a trial basis to see if a 30-minute change would make a difference. He was surprised by the results.\n\"What was really astonishing was how many benefits and how significant the benefits were,\" he says. \"In the research itself, we saw just over a 50 percent decrease in health-center admissions for fatigue, or fatigue-related illness, or rest requests. We saw almost a 35 percent decrease in first-period lateness. Students reported that they were more attentive. They were less sleepy during the day.\"\nAnd, according to Dr. Patricia Moss, assistant dean for Academic Affairs at St. George's School, students weren't the only ones reporting better results in the classroom. She says virtually all the teachers almost immediately noticed much more concentrated in the classroom, and there was definitely a more positive mood all around.\n\"Kids were happier to be there at 8:30 than they were at 8:00,\" she says. \"So our experience across the total spectrum was, universally, extremely positive and surprisingly so.\"\nHeadmaster Peterson says there was another unexpected area of change when the school changed its start time.\n\"We saw probably a greater than 30 percent increase in student attendance at breakfast, and of the food that they were eating. We ate more than doubled the amount of milk, eggs, fruit and cereal. So it was quality breakfast foods that the kids were eating. So they were better fueled as well as better rested.\"\nRoss and Peterson acknowledge that making schedule changes has been easier at a small, private boarding school than it might be for the larger U.S. public school system. But they are hopeful that others will find a way.\n\"In the end,\" says Peterson, \"schools ought to do what's the right thing for their students, first and foremost, and this element of the program is very clear--certain for us as a school--but I think as a general example to other schools, is pretty convincing, and so I would argue that it's worth doing.\"\n\n<question>:\nThe research conducted by Eric Peterson mainly focused on _ .\n\n<options>:\nA the later public school start time\nB the change of class schedule\nC adolescent sleep requirements\nD the changes in school system\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>:\nDozens of school districts around the country have been looking at these studies and are considering ways to adjust their class schedules.\nEric Peterson is head of St. George's School, a private boarding school for grades 9-12 in the northeastern state of Rhode Island.\nAfter looking at the medical research on adolescent sleep needs and observing students in his own school, Peterson consulted with Dr. Judy Owen, a famous pediatrician and sleep expert.\nArmed with what he considered to be convincing data, Peterson decided to change his school's start time from 8:00 am to 8:30 am on a trial basis to see if a 30-minute change would make a difference. He was surprised by the results.\n\"What was really astonishing was how many benefits and how significant the benefits were,\" he says. \"In the research itself, we saw just over a 50 percent decrease in health-center admissions for fatigue, or fatigue-related illness, or rest requests. We saw almost a 35 percent decrease in first-period lateness. Students reported that they were more attentive. They were less sleepy during the day.\"\nAnd, according to Dr. Patricia Moss, assistant dean for Academic Affairs at St. George's School, students weren't the only ones reporting better results in the classroom. She says virtually all the teachers almost immediately noticed much more concentrated in the classroom, and there was definitely a more positive mood all around.\n\"Kids were happier to be there at 8:30 than they were at 8:00,\" she says. \"So our experience across the total spectrum was, universally, extremely positive and surprisingly so.\"\nHeadmaster Peterson says there was another unexpected area of change when the school changed its start time.\n\"We saw probably a greater than 30 percent increase in student attendance at breakfast, and of the food that they were eating. We ate more than doubled the amount of milk, eggs, fruit and cereal. So it was quality breakfast foods that the kids were eating. So they were better fueled as well as better rested.\"\nRoss and Peterson acknowledge that making schedule changes has been easier at a small, private boarding school than it might be for the larger U.S. public school system. But they are hopeful that others will find a way.\n\"In the end,\" says Peterson, \"schools ought to do what's the right thing for their students, first and foremost, and this element of the program is very clear--certain for us as a school--but I think as a general example to other schools, is pretty convincing, and so I would argue that it's worth doing.\"\n\n<question>:\nAccording to the passage, the following are the benefits of later school start time EXCLUDING _ .\n\n<options>:\nA increase in breakfast attendance\nB increase in examination scores\nC decrease in health-center admissions\nD decrease in first-period lateness\n\n<answer>:\n",
"assistant": "B"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nDozens of school districts around the country have been looking at these studies and are considering ways to adjust their class schedules.\nEric Peterson is head of St. George's School, a private boarding school for grades 9-12 in the northeastern state of Rhode Island.\nAfter looking at the medical research on adolescent sleep needs and observing students in his own school, Peterson consulted with Dr. Judy Owen, a famous pediatrician and sleep expert.\nArmed with what he considered to be convincing data, Peterson decided to change his school's start time from 8:00 am to 8:30 am on a trial basis to see if a 30-minute change would make a difference. He was surprised by the results.\n\"What was really astonishing was how many benefits and how significant the benefits were,\" he says. \"In the research itself, we saw just over a 50 percent decrease in health-center admissions for fatigue, or fatigue-related illness, or rest requests. We saw almost a 35 percent decrease in first-period lateness. Students reported that they were more attentive. They were less sleepy during the day.\"\nAnd, according to Dr. Patricia Moss, assistant dean for Academic Affairs at St. George's School, students weren't the only ones reporting better results in the classroom. She says virtually all the teachers almost immediately noticed much more concentrated in the classroom, and there was definitely a more positive mood all around.\n\"Kids were happier to be there at 8:30 than they were at 8:00,\" she says. \"So our experience across the total spectrum was, universally, extremely positive and surprisingly so.\"\nHeadmaster Peterson says there was another unexpected area of change when the school changed its start time.\n\"We saw probably a greater than 30 percent increase in student attendance at breakfast, and of the food that they were eating. We ate more than doubled the amount of milk, eggs, fruit and cereal. So it was quality breakfast foods that the kids were eating. So they were better fueled as well as better rested.\"\nRoss and Peterson acknowledge that making schedule changes has been easier at a small, private boarding school than it might be for the larger U.S. public school system. But they are hopeful that others will find a way.\n\"In the end,\" says Peterson, \"schools ought to do what's the right thing for their students, first and foremost, and this element of the program is very clear--certain for us as a school--but I think as a general example to other schools, is pretty convincing, and so I would argue that it's worth doing.\"\n\n<question>:\nFrom the passage we may infer _ .\n\n<options>:\nA the practice of later school start time may have negative results\nB kids were ly happier with previous school hours\nC more schools are likely to adjust their class schedules\nD the schedule change has greater effect on small boarding schools\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>:\nSpending a lot of time watching TV, playing video games and surfing the Web causes a lot of healthy problems to children such as overweight and smoking, US researchers said yesterday. \nU.S. experts analyzed 173 studies on how media sources influence the physical health of children and adolescents . The studies, mostly carried out in the prefix = st1 /United States, largely focused on television, but some looked at video games, films, music, computer and Internet use. Three quarters of them found that increased media viewing was connected with poor health.\nThe studies offered strong evidence that children who get more media exposure are more likely to become overweight, start smoking and begin earlier sexual activity than those who spend less time in front of a screen, the researchers said. Studies also showed more media exposure is linked to drug and alcohol use and poorer school performance. \"We were pretty surprised by the number of studies that showed these negative health results,\" said one of the researchers in the report.\nFor decades, experts have worried about the effect on young viewers of the violence and sexual content in some TV programs, movies and video games. Another issue is that kids are spending time sitting on a couch watching TV or playing computer games when they could be running around outside. \nOne study found that children who spend more than eight hours watching TV per week at age 3 are more likely to be overweight at 7. And research showed that many USchildren watch far more. Another study showed TV and other media content can have a deep influence on children's attitudes and beliefs, particularly among teens. A US study published in November showed that adolescents who watched more programs with sexual themes had a higher risk of becoming pregnant or causing a pregnancy. Thirteen of 14 studies that evaluated sexual behavior found a connection between media exposure and earlier sexual behavior, the researchers said.\n\n<question>:\nHow did the experts carry out their research?\n\n<options>:\nA By examining health problems including overweight and smoking.\nB By analyzing 173 studies on influences of media sources.\nC By watching TV, playing video games and surfing the Web.\nD By offering strong evidence that children become overweight.\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>:\nSpending a lot of time watching TV, playing video games and surfing the Web causes a lot of healthy problems to children such as overweight and smoking, US researchers said yesterday. \nU.S. experts analyzed 173 studies on how media sources influence the physical health of children and adolescents . The studies, mostly carried out in the prefix = st1 /United States, largely focused on television, but some looked at video games, films, music, computer and Internet use. Three quarters of them found that increased media viewing was connected with poor health.\nThe studies offered strong evidence that children who get more media exposure are more likely to become overweight, start smoking and begin earlier sexual activity than those who spend less time in front of a screen, the researchers said. Studies also showed more media exposure is linked to drug and alcohol use and poorer school performance. \"We were pretty surprised by the number of studies that showed these negative health results,\" said one of the researchers in the report.\nFor decades, experts have worried about the effect on young viewers of the violence and sexual content in some TV programs, movies and video games. Another issue is that kids are spending time sitting on a couch watching TV or playing computer games when they could be running around outside. \nOne study found that children who spend more than eight hours watching TV per week at age 3 are more likely to be overweight at 7. And research showed that many USchildren watch far more. Another study showed TV and other media content can have a deep influence on children's attitudes and beliefs, particularly among teens. A US study published in November showed that adolescents who watched more programs with sexual themes had a higher risk of becoming pregnant or causing a pregnancy. Thirteen of 14 studies that evaluated sexual behavior found a connection between media exposure and earlier sexual behavior, the researchers said.\n\n<question>:\nAccording to the passage, too much media exposure may cause the following EXCEPT _ .\n\n<options>:\nA drug and alcohol use\nB overweight, smoking, sexual problem\nC progress in school subjects\nD poor health results and violence\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>:\nSpending a lot of time watching TV, playing video games and surfing the Web causes a lot of healthy problems to children such as overweight and smoking, US researchers said yesterday. \nU.S. experts analyzed 173 studies on how media sources influence the physical health of children and adolescents . The studies, mostly carried out in the prefix = st1 /United States, largely focused on television, but some looked at video games, films, music, computer and Internet use. Three quarters of them found that increased media viewing was connected with poor health.\nThe studies offered strong evidence that children who get more media exposure are more likely to become overweight, start smoking and begin earlier sexual activity than those who spend less time in front of a screen, the researchers said. Studies also showed more media exposure is linked to drug and alcohol use and poorer school performance. \"We were pretty surprised by the number of studies that showed these negative health results,\" said one of the researchers in the report.\nFor decades, experts have worried about the effect on young viewers of the violence and sexual content in some TV programs, movies and video games. Another issue is that kids are spending time sitting on a couch watching TV or playing computer games when they could be running around outside. \nOne study found that children who spend more than eight hours watching TV per week at age 3 are more likely to be overweight at 7. And research showed that many USchildren watch far more. Another study showed TV and other media content can have a deep influence on children's attitudes and beliefs, particularly among teens. A US study published in November showed that adolescents who watched more programs with sexual themes had a higher risk of becoming pregnant or causing a pregnancy. Thirteen of 14 studies that evaluated sexual behavior found a connection between media exposure and earlier sexual behavior, the researchers said.\n\n<question>:\nBy mentioning adolescent pregnancy, the author tries to tell us that _ .\n\n<options>:\nA we'd better get rid of TV, movies, and the Internet\nB the present generation of youths is hopeless\nC sexual themes are as bad as violent themes\nD some media contents have a bad effect on teens\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>:\nSpending a lot of time watching TV, playing video games and surfing the Web causes a lot of healthy problems to children such as overweight and smoking, US researchers said yesterday. \nU.S. experts analyzed 173 studies on how media sources influence the physical health of children and adolescents . The studies, mostly carried out in the prefix = st1 /United States, largely focused on television, but some looked at video games, films, music, computer and Internet use. Three quarters of them found that increased media viewing was connected with poor health.\nThe studies offered strong evidence that children who get more media exposure are more likely to become overweight, start smoking and begin earlier sexual activity than those who spend less time in front of a screen, the researchers said. Studies also showed more media exposure is linked to drug and alcohol use and poorer school performance. \"We were pretty surprised by the number of studies that showed these negative health results,\" said one of the researchers in the report.\nFor decades, experts have worried about the effect on young viewers of the violence and sexual content in some TV programs, movies and video games. Another issue is that kids are spending time sitting on a couch watching TV or playing computer games when they could be running around outside. \nOne study found that children who spend more than eight hours watching TV per week at age 3 are more likely to be overweight at 7. And research showed that many USchildren watch far more. Another study showed TV and other media content can have a deep influence on children's attitudes and beliefs, particularly among teens. A US study published in November showed that adolescents who watched more programs with sexual themes had a higher risk of becoming pregnant or causing a pregnancy. Thirteen of 14 studies that evaluated sexual behavior found a connection between media exposure and earlier sexual behavior, the researchers said.\n\n<question>:\nWhat's the best title for this passage?\n\n<options>:\nA What's the Cause of Children's Overweight?\nB Violence and Sexual content in TV programs.\nC Lots of TV, Video, Web Harms Kids' Health.\nD Media Exposure and Adolescent Pregnancy.\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>:\nAngkor Wat (City Temple) is a vast temple complex near Siem Reap, about 200 miles from the capital of Phnom Penh in Cambodia. After the city of Angkor fell to invaders, Angkor Wat fell into the jungle but continued as a Buddhist temple and a pilgrimage site over the centuries.\n Angkor Wat is the best preserved example of Khmer architecture in Cambodia and is so grand in design that some rank it among the Seven Wonders of the World. It appears on the Cambodian national flag, a very rare instance of a flag incorporating an image of a building.\n The \"lost city\" of Angkor first attracted the interest of Europeans in the 1800s after Cambodia was colonized by the French. In addition to many tourists, Buddhist monks are daily visitors to Angkor Wat, their bright orange robes making a vivid contrast with the grey stone of the temple.\n The city of Angkor was capital of the Khmer Empire from the 9th to the 15th centuries. The city of Angkor was founded on political and religious ideas adapted from India, and the temples of Angkor were intended as a place of worship for the king.\n Angkor Wat was built by King Suryavarman II in the 12th century as a vast funeral temple that would hold his remains, and as a royal temple dedicated to a Hindu God.\n During its six centuries as imperial capital, Angkor went through many changes in architectural styles and in religion. By the late 13th century, the once crazy pace of Angkor's architectural pursuits had begun to die down, and a more restrained type of religion was on the rise under the growing influence of Theravada Buddhism.\nAt the same time, Angkor and Khmer Empire were increasingly threatened and attacked by invading armies. By the 16th century , the golden age of Angkor was over and many of the great temples began to recede into the jungle.\nFrom the 15th to 19th centuries, Theravada Buddhist monks cared for Angkor Wat, and it is thanks to them that the temple remains mostly intact. Angkor Wat became one of the most important pilgrimage sites in Southeast Asia.\n\n<question>:\nKing Suryavarman II built Angkor Wat to _ .\n\n<options>:\nA show the wealth of his kingdom\nB reflect the peculiar culture of Asia\nC prove his dedication to a Hindu god\nD treat it as a sign of his power\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>:\nAngkor Wat (City Temple) is a vast temple complex near Siem Reap, about 200 miles from the capital of Phnom Penh in Cambodia. After the city of Angkor fell to invaders, Angkor Wat fell into the jungle but continued as a Buddhist temple and a pilgrimage site over the centuries.\n Angkor Wat is the best preserved example of Khmer architecture in Cambodia and is so grand in design that some rank it among the Seven Wonders of the World. It appears on the Cambodian national flag, a very rare instance of a flag incorporating an image of a building.\n The \"lost city\" of Angkor first attracted the interest of Europeans in the 1800s after Cambodia was colonized by the French. In addition to many tourists, Buddhist monks are daily visitors to Angkor Wat, their bright orange robes making a vivid contrast with the grey stone of the temple.\n The city of Angkor was capital of the Khmer Empire from the 9th to the 15th centuries. The city of Angkor was founded on political and religious ideas adapted from India, and the temples of Angkor were intended as a place of worship for the king.\n Angkor Wat was built by King Suryavarman II in the 12th century as a vast funeral temple that would hold his remains, and as a royal temple dedicated to a Hindu God.\n During its six centuries as imperial capital, Angkor went through many changes in architectural styles and in religion. By the late 13th century, the once crazy pace of Angkor's architectural pursuits had begun to die down, and a more restrained type of religion was on the rise under the growing influence of Theravada Buddhism.\nAt the same time, Angkor and Khmer Empire were increasingly threatened and attacked by invading armies. By the 16th century , the golden age of Angkor was over and many of the great temples began to recede into the jungle.\nFrom the 15th to 19th centuries, Theravada Buddhist monks cared for Angkor Wat, and it is thanks to them that the temple remains mostly intact. Angkor Wat became one of the most important pilgrimage sites in Southeast Asia.\n\n<question>:\nAngkor Wat was ranked among the Seven Wondersof the World because of _ .\n\n<options>:\nA its big size\nB its grand design\nC its religious ideas\nD its royal style\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>:\nAngkor Wat (City Temple) is a vast temple complex near Siem Reap, about 200 miles from the capital of Phnom Penh in Cambodia. After the city of Angkor fell to invaders, Angkor Wat fell into the jungle but continued as a Buddhist temple and a pilgrimage site over the centuries.\n Angkor Wat is the best preserved example of Khmer architecture in Cambodia and is so grand in design that some rank it among the Seven Wonders of the World. It appears on the Cambodian national flag, a very rare instance of a flag incorporating an image of a building.\n The \"lost city\" of Angkor first attracted the interest of Europeans in the 1800s after Cambodia was colonized by the French. In addition to many tourists, Buddhist monks are daily visitors to Angkor Wat, their bright orange robes making a vivid contrast with the grey stone of the temple.\n The city of Angkor was capital of the Khmer Empire from the 9th to the 15th centuries. The city of Angkor was founded on political and religious ideas adapted from India, and the temples of Angkor were intended as a place of worship for the king.\n Angkor Wat was built by King Suryavarman II in the 12th century as a vast funeral temple that would hold his remains, and as a royal temple dedicated to a Hindu God.\n During its six centuries as imperial capital, Angkor went through many changes in architectural styles and in religion. By the late 13th century, the once crazy pace of Angkor's architectural pursuits had begun to die down, and a more restrained type of religion was on the rise under the growing influence of Theravada Buddhism.\nAt the same time, Angkor and Khmer Empire were increasingly threatened and attacked by invading armies. By the 16th century , the golden age of Angkor was over and many of the great temples began to recede into the jungle.\nFrom the 15th to 19th centuries, Theravada Buddhist monks cared for Angkor Wat, and it is thanks to them that the temple remains mostly intact. Angkor Wat became one of the most important pilgrimage sites in Southeast Asia.\n\n<question>:\nWhy did the author write the passage?\n\n<options>:\nA To advise on the protection of Angkor Wat.\nB To explain the effect of Angkor Wat.\nC To introduce Angkor Wat\nD To expect people to visit Angkor Wat.\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>:\nI was giving the class when her giggling drew my attention. Walking over to the young trouble-maker, I asked for the note in her hands.\nIt was a had-drawn picture of me, teeth blackened, nostrils upwards, and the words \"I'm stupid\" coming out of my mouth. I managed to fold up the picture calmly and continue the class. My mind, however, was working angrily. I knew the two most likely suspects for drawing the picture. Maybe it was high time that I taught them a lesson!\nSomehow, in the very moment of real hurt and anger, I asked myself very softly, \"How can I ever bring good out of this?\"\nWhen there were about six minutes left of the class, I showed the kids the picture. The whole class was silent. I told them there must be a reason behind such a picture and that now was their chance to tell me the reason. Then I let them write silently while I stood sadly in the back of the classroom.\nMost of them either blamed the artist or felt sorry. But two notes, from the girls I figured were behind the picture, had a list of issues. I was too mean and too strict. Reading those notes, I realized that where I thought I was driving them to success I was actually driving them away. I had some apologizing to do.\nWhen the kids walked into my classroom the next day, one boy and one girl each handed me a card. The one signed by all the boys expressed sincere regret for the ugly joke. The one from the girls asked for forgiveness. I was extremely surprised. And more than a little shameful. I had my little speech all ready to give to the kids, but they did it before me.\n\n<question>:\nWhat caused the girl to giggle?\n\n<options>:\nA The funny look of the teacher.\nB .The teacher's interesting lecture.\nC The funny picture about the teacher.\nD The short story written on the note.\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>:\nI was giving the class when her giggling drew my attention. Walking over to the young trouble-maker, I asked for the note in her hands.\nIt was a had-drawn picture of me, teeth blackened, nostrils upwards, and the words \"I'm stupid\" coming out of my mouth. I managed to fold up the picture calmly and continue the class. My mind, however, was working angrily. I knew the two most likely suspects for drawing the picture. Maybe it was high time that I taught them a lesson!\nSomehow, in the very moment of real hurt and anger, I asked myself very softly, \"How can I ever bring good out of this?\"\nWhen there were about six minutes left of the class, I showed the kids the picture. The whole class was silent. I told them there must be a reason behind such a picture and that now was their chance to tell me the reason. Then I let them write silently while I stood sadly in the back of the classroom.\nMost of them either blamed the artist or felt sorry. But two notes, from the girls I figured were behind the picture, had a list of issues. I was too mean and too strict. Reading those notes, I realized that where I thought I was driving them to success I was actually driving them away. I had some apologizing to do.\nWhen the kids walked into my classroom the next day, one boy and one girl each handed me a card. The one signed by all the boys expressed sincere regret for the ugly joke. The one from the girls asked for forgiveness. I was extremely surprised. And more than a little shameful. I had my little speech all ready to give to the kids, but they did it before me.\n\n<question>:\nWhy did the teacher give up punishing the students who drew the picture?\n\n<options>:\nA Because the didn't want to stop in the middle of the class.\nB Because she didn't exactly know who drew it\nC Because she didn't think it would do any good.\nD Because the students' apology removed her anger.\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>:\nI was giving the class when her giggling drew my attention. Walking over to the young trouble-maker, I asked for the note in her hands.\nIt was a had-drawn picture of me, teeth blackened, nostrils upwards, and the words \"I'm stupid\" coming out of my mouth. I managed to fold up the picture calmly and continue the class. My mind, however, was working angrily. I knew the two most likely suspects for drawing the picture. Maybe it was high time that I taught them a lesson!\nSomehow, in the very moment of real hurt and anger, I asked myself very softly, \"How can I ever bring good out of this?\"\nWhen there were about six minutes left of the class, I showed the kids the picture. The whole class was silent. I told them there must be a reason behind such a picture and that now was their chance to tell me the reason. Then I let them write silently while I stood sadly in the back of the classroom.\nMost of them either blamed the artist or felt sorry. But two notes, from the girls I figured were behind the picture, had a list of issues. I was too mean and too strict. Reading those notes, I realized that where I thought I was driving them to success I was actually driving them away. I had some apologizing to do.\nWhen the kids walked into my classroom the next day, one boy and one girl each handed me a card. The one signed by all the boys expressed sincere regret for the ugly joke. The one from the girls asked for forgiveness. I was extremely surprised. And more than a little shameful. I had my little speech all ready to give to the kids, but they did it before me.\n\n<question>:\nThe main reason for the students' complaints was that the teacher _ .\n\n<options>:\nA was too strict with them\nB didn't give interesting lessons\nC didn't treat them equally\nD was not kind to them\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>:\nI was giving the class when her giggling drew my attention. Walking over to the young trouble-maker, I asked for the note in her hands.\nIt was a had-drawn picture of me, teeth blackened, nostrils upwards, and the words \"I'm stupid\" coming out of my mouth. I managed to fold up the picture calmly and continue the class. My mind, however, was working angrily. I knew the two most likely suspects for drawing the picture. Maybe it was high time that I taught them a lesson!\nSomehow, in the very moment of real hurt and anger, I asked myself very softly, \"How can I ever bring good out of this?\"\nWhen there were about six minutes left of the class, I showed the kids the picture. The whole class was silent. I told them there must be a reason behind such a picture and that now was their chance to tell me the reason. Then I let them write silently while I stood sadly in the back of the classroom.\nMost of them either blamed the artist or felt sorry. But two notes, from the girls I figured were behind the picture, had a list of issues. I was too mean and too strict. Reading those notes, I realized that where I thought I was driving them to success I was actually driving them away. I had some apologizing to do.\nWhen the kids walked into my classroom the next day, one boy and one girl each handed me a card. The one signed by all the boys expressed sincere regret for the ugly joke. The one from the girls asked for forgiveness. I was extremely surprised. And more than a little shameful. I had my little speech all ready to give to the kids, but they did it before me.\n\n<question>:\nWhat does the passage mainly tell us?\n\n<options>:\nA Forgiving others is actually helping yourself.\nB It is not right to push students too hard.\nC Teachers should get along well with students.\nD Teachers should respect students' choice.\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>:\nThere are new and exciting ways to use the Internet to learn English while you are on - line. The Internet uses a lot of multimedia elements ,like words, sounds, pictures, animations and video. This is perfect for studying a language because you've got to see, hear, and repeat things as much as you like. Learning over the Internet is also funny because you can be a part of conversations happening all around the globe ! Special Internet sites are designed for people learning English, just like yourself. These sites use multimedia to help you learn and are a great way to meet other people around the world. This is Cyber English.\nOn the Internet, English is the major language. As a result, it is now more important than ever to be able to understand English when you serve the web. It is not always easy,though. The English can be difficult or have a lot of cultural information that you have never seen !\nOne site for students studying English and their teachers is Englishtown. At http://www. english- town. com, you will find a community ( group) of people interested in learning English. There are several buildings in the virtual town where you can play games, chat with friends, ask and get answers about cultural questions, and find an international penfriend who shares your interests. There are extra resources to help you learn,such as multimedia CD - ROM and books for language learning and translation. You can also have daily and monthly English lessons delivered to your own e - mail address. There is even an on - line school where you can take English classes over Lhe Internet. Englishtown is the perfect place to prefect for a trip to England or the United States ! Would you like to become part of a virtual community of English sfH-aktrs : Surfing the web is not only funny but can also help improve your English ! Try out >ome of tlv, web sites listed below and see how students all over the world are learning English on line.\n\n<question>:\nCyber English probably means\" \".\n\n<options>:\nA learning English on Internet\nB teaching yourself English\nC the history of English\nD English broadcast on TV or over the radio\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>:\nThere are new and exciting ways to use the Internet to learn English while you are on - line. The Internet uses a lot of multimedia elements ,like words, sounds, pictures, animations and video. This is perfect for studying a language because you've got to see, hear, and repeat things as much as you like. Learning over the Internet is also funny because you can be a part of conversations happening all around the globe ! Special Internet sites are designed for people learning English, just like yourself. These sites use multimedia to help you learn and are a great way to meet other people around the world. This is Cyber English.\nOn the Internet, English is the major language. As a result, it is now more important than ever to be able to understand English when you serve the web. It is not always easy,though. The English can be difficult or have a lot of cultural information that you have never seen !\nOne site for students studying English and their teachers is Englishtown. At http://www. english- town. com, you will find a community ( group) of people interested in learning English. There are several buildings in the virtual town where you can play games, chat with friends, ask and get answers about cultural questions, and find an international penfriend who shares your interests. There are extra resources to help you learn,such as multimedia CD - ROM and books for language learning and translation. You can also have daily and monthly English lessons delivered to your own e - mail address. There is even an on - line school where you can take English classes over Lhe Internet. Englishtown is the perfect place to prefect for a trip to England or the United States ! Would you like to become part of a virtual community of English sfH-aktrs : Surfing the web is not only funny but can also help improve your English ! Try out >ome of tlv, web sites listed below and see how students all over the world are learning English on line.\n\n<question>:\nEnglish on - line interests a lot of people because .\n\n<options>:\nA only in this way one can learn the language well\nB people don' t have to pay\nC the learners can have a face to face study of courses with the teachers\nD it makes learning easier and more interesting\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>:\nThere are new and exciting ways to use the Internet to learn English while you are on - line. The Internet uses a lot of multimedia elements ,like words, sounds, pictures, animations and video. This is perfect for studying a language because you've got to see, hear, and repeat things as much as you like. Learning over the Internet is also funny because you can be a part of conversations happening all around the globe ! Special Internet sites are designed for people learning English, just like yourself. These sites use multimedia to help you learn and are a great way to meet other people around the world. This is Cyber English.\nOn the Internet, English is the major language. As a result, it is now more important than ever to be able to understand English when you serve the web. It is not always easy,though. The English can be difficult or have a lot of cultural information that you have never seen !\nOne site for students studying English and their teachers is Englishtown. At http://www. english- town. com, you will find a community ( group) of people interested in learning English. There are several buildings in the virtual town where you can play games, chat with friends, ask and get answers about cultural questions, and find an international penfriend who shares your interests. There are extra resources to help you learn,such as multimedia CD - ROM and books for language learning and translation. You can also have daily and monthly English lessons delivered to your own e - mail address. There is even an on - line school where you can take English classes over Lhe Internet. Englishtown is the perfect place to prefect for a trip to England or the United States ! Would you like to become part of a virtual community of English sfH-aktrs : Surfing the web is not only funny but can also help improve your English ! Try out >ome of tlv, web sites listed below and see how students all over the world are learning English on line.\n\n<question>:\nWhich of the following is NOT true according to the passage?\n\n<options>:\nA English is the only useful language on the Internet.\nB The Internet can provide people with the cultural information they need.\nC At http://www. Englishtown. com, people can study and play.\nD One can find a pen-friend on http://www.Englishtown. com.\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>:\nThere are new and exciting ways to use the Internet to learn English while you are on - line. The Internet uses a lot of multimedia elements ,like words, sounds, pictures, animations and video. This is perfect for studying a language because you've got to see, hear, and repeat things as much as you like. Learning over the Internet is also funny because you can be a part of conversations happening all around the globe ! Special Internet sites are designed for people learning English, just like yourself. These sites use multimedia to help you learn and are a great way to meet other people around the world. This is Cyber English.\nOn the Internet, English is the major language. As a result, it is now more important than ever to be able to understand English when you serve the web. It is not always easy,though. The English can be difficult or have a lot of cultural information that you have never seen !\nOne site for students studying English and their teachers is Englishtown. At http://www. english- town. com, you will find a community ( group) of people interested in learning English. There are several buildings in the virtual town where you can play games, chat with friends, ask and get answers about cultural questions, and find an international penfriend who shares your interests. There are extra resources to help you learn,such as multimedia CD - ROM and books for language learning and translation. You can also have daily and monthly English lessons delivered to your own e - mail address. There is even an on - line school where you can take English classes over Lhe Internet. Englishtown is the perfect place to prefect for a trip to England or the United States ! Would you like to become part of a virtual community of English sfH-aktrs : Surfing the web is not only funny but can also help improve your English ! Try out >ome of tlv, web sites listed below and see how students all over the world are learning English on line.\n\n<question>:\nThe omitted part of the passage might .\n\n<options>:\nA show us some of the web sites on which sell books\nB tell us how to use the Internet\nC tell us where to get the CD - ROMS we need\nD show us some of the web sites on which English is taught\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>:\nImagine putting a seed in a freezer, waiting 30,000 years, and then taking the seed out and planting it. Do you think a flower would grow?\nAmazingly, scientists have just managed to do something very similar. They found the fruit of an ancient plant that had been frozen underground in Siberia for about 31,800 years. Using pieces of the fruit, scientists successfully cloned 36 more of the plant and grew them in a lab. The new flowers have beautiful white petals . They are also the oldest flowering plants that researchers have ever revived from a deep freeze.\n\"This is like creating a dinosaur from tissues of an ancient egg,\" University of California biologist Jane Shen-Miller said.\nThe plant has a long history, back when mammoths ( an animal like an elephant, that lived a long time ago but no longer exist) wandered the land. It was buried in an underground hole. The ground has remained frozen since then.\nThe ice-age plants look similar to a modern called Silence stenophylla. But the ancient flowers are slightly different: their petals are a bit narrower. It's possible that the regrown plants belong to a different species.\nIt's important for scientists to know that plant tissues can still be revived after being frozen for a long time. That's because many researchers are trying to store the seeds of modern plants by freezing them and then storing them in very big lockers at various spots around the globe. The Svalbard Global Seed Vault, an underground facility in Norway, stores hundreds of thousands of seeds. If a plant becomes extinct, scientists could revive it by pulling its seeds from Svalbard or other underground rooms.\n\n<question>:\nMany researchers are storing the seeds of modern plants _ .\n\n<options>:\nA by spreading them around the world\nB so that they can research them\nC by burying them under the ground\nD in case they die out some 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>:\nImagine putting a seed in a freezer, waiting 30,000 years, and then taking the seed out and planting it. Do you think a flower would grow?\nAmazingly, scientists have just managed to do something very similar. They found the fruit of an ancient plant that had been frozen underground in Siberia for about 31,800 years. Using pieces of the fruit, scientists successfully cloned 36 more of the plant and grew them in a lab. The new flowers have beautiful white petals . They are also the oldest flowering plants that researchers have ever revived from a deep freeze.\n\"This is like creating a dinosaur from tissues of an ancient egg,\" University of California biologist Jane Shen-Miller said.\nThe plant has a long history, back when mammoths ( an animal like an elephant, that lived a long time ago but no longer exist) wandered the land. It was buried in an underground hole. The ground has remained frozen since then.\nThe ice-age plants look similar to a modern called Silence stenophylla. But the ancient flowers are slightly different: their petals are a bit narrower. It's possible that the regrown plants belong to a different species.\nIt's important for scientists to know that plant tissues can still be revived after being frozen for a long time. That's because many researchers are trying to store the seeds of modern plants by freezing them and then storing them in very big lockers at various spots around the globe. The Svalbard Global Seed Vault, an underground facility in Norway, stores hundreds of thousands of seeds. If a plant becomes extinct, scientists could revive it by pulling its seeds from Svalbard or other underground rooms.\n\n<question>:\nWhich of the following is TRUE according to the text?\n\n<options>:\nA Svalbard Global Seed Vault is located in Russia.\nB The ancient flower dates from the age of mammoths.\nC Scientists have created a dinosaur from an ancient egg.\nD Silene stenophylla and the ancient flower are of the same species.\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>:\nOnline Money Earning\nYes, you can earn money online without any investment or without anytime limit. There is no need to stop any other work. Here I tell you the complete method for online earning.\nThe Method\nYou can earn money through \"Bux.to\" by clicking on ads on \"Bux. to\" site. First you need to open an account at \"Bux. to\". \"Bux. to\" is a new international and FREE English based service that allows advertisers to reach thousands of potential customers by displaying their ads on our \"Surf Ads\" page. An exact calculated percentage of all advertising income is paid to our members. \"Bux. to\" makes money through advertising.\nHow you make money\nYou view websites in 30 seconds through the \"Surf Ads\" page. Once the 30 seconds is up, you'll either get a green tick sign or a red \"x\". The green tick sign means you've earned $0.01and the \"x\" means you have not earned money for the visit. You'll get red x's when you have more than one website from the \"Surf Ads\" page open. When this happens, you get no credit.\nEarnings example\nYou click 10 ads per day =$0.10\n20 referrals click 10 ads per day =$2.00\nYour daily earnings =$2.10\nYour weekly earnings =$14.70\nHow to get paid\nAt present, it only makes payments through \"AlertPay\". AlertPay is the payment processing solution that we use to pay members. Your AlertPay address is the e-mail address you use to register with AlertPay. You can get a free AlertPay account at http:// alertpay. com.\n\n<question>:\nWhat is the author's purpose of writing this passage?\n\n<options>:\nA To tell an interesting story.\nB To introduce a surprising way to earn money.\nC To solve a puzzling problem.\nD To present an exciting research.\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>:\nOnline Money Earning\nYes, you can earn money online without any investment or without anytime limit. There is no need to stop any other work. Here I tell you the complete method for online earning.\nThe Method\nYou can earn money through \"Bux.to\" by clicking on ads on \"Bux. to\" site. First you need to open an account at \"Bux. to\". \"Bux. to\" is a new international and FREE English based service that allows advertisers to reach thousands of potential customers by displaying their ads on our \"Surf Ads\" page. An exact calculated percentage of all advertising income is paid to our members. \"Bux. to\" makes money through advertising.\nHow you make money\nYou view websites in 30 seconds through the \"Surf Ads\" page. Once the 30 seconds is up, you'll either get a green tick sign or a red \"x\". The green tick sign means you've earned $0.01and the \"x\" means you have not earned money for the visit. You'll get red x's when you have more than one website from the \"Surf Ads\" page open. When this happens, you get no credit.\nEarnings example\nYou click 10 ads per day =$0.10\n20 referrals click 10 ads per day =$2.00\nYour daily earnings =$2.10\nYour weekly earnings =$14.70\nHow to get paid\nAt present, it only makes payments through \"AlertPay\". AlertPay is the payment processing solution that we use to pay members. Your AlertPay address is the e-mail address you use to register with AlertPay. You can get a free AlertPay account at http:// alertpay. com.\n\n<question>:\nYou can earn money by _ .\n\n<options>:\nA chatting online\nB advertising some products\nC clicking on advertisement\nD choosing green ticks or x's\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>:\nOnline Money Earning\nYes, you can earn money online without any investment or without anytime limit. There is no need to stop any other work. Here I tell you the complete method for online earning.\nThe Method\nYou can earn money through \"Bux.to\" by clicking on ads on \"Bux. to\" site. First you need to open an account at \"Bux. to\". \"Bux. to\" is a new international and FREE English based service that allows advertisers to reach thousands of potential customers by displaying their ads on our \"Surf Ads\" page. An exact calculated percentage of all advertising income is paid to our members. \"Bux. to\" makes money through advertising.\nHow you make money\nYou view websites in 30 seconds through the \"Surf Ads\" page. Once the 30 seconds is up, you'll either get a green tick sign or a red \"x\". The green tick sign means you've earned $0.01and the \"x\" means you have not earned money for the visit. You'll get red x's when you have more than one website from the \"Surf Ads\" page open. When this happens, you get no credit.\nEarnings example\nYou click 10 ads per day =$0.10\n20 referrals click 10 ads per day =$2.00\nYour daily earnings =$2.10\nYour weekly earnings =$14.70\nHow to get paid\nAt present, it only makes payments through \"AlertPay\". AlertPay is the payment processing solution that we use to pay members. Your AlertPay address is the e-mail address you use to register with AlertPay. You can get a free AlertPay account at http:// alertpay. com.\n\n<question>:\nWhat can we know from the passage?\n\n<options>:\nA You'll earn $0.10 if you click 1 ad.\nB You'll get many green ticks if you have many websites open.\nC Your AlertPay account is not for free.\nD You can get your payments through AlertPay.\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>:\nExperts recently suggested that teens should start adopting early bedtimes. Before you dismiss it as a habit suited only for young kids, consider that there are serious advantages in being well-rested. And now, even more research suggests that putting phones away before going to sleep is important to teens' well-being.\nA new study from Seton Hall University School of Health and Medicine Science found that 62 percent of kids used their smart phones before bed, and it's causing less sleep and poor performance in school.\nThose teens who text before bedtime tend to go to sleep later, and get up later in the morning. Such behavior can be associated with mental health issues like depression or anxiety. Besides, once teens do receive a text, experts found, they tend to respond right away. Then the text conversation continues -- resulting in an even later bedtime.\nThe study's co-author Dr. Peter Polos says this leads to excessive stimulation at night. Light from electronic devices can block the secretion of melatonin -- a hormone that promotes sleep, which makes sleep difficult in the face of overuse of smart phones at night. It's true! More screen time means less sleep time; other studies have suggested the same idea.\nAs for a final piece of advice, Dr. Sushanth Bhat says, since getting the proper amount of sleep is very important for brain development and learning in the teenage years, our study should encourage parents and guardians to limit adolescent smart phone usage at night. Keep in mind that teens aren't the only ones addicted to their phones! Adults can also benefit from setting a tech curfew for themselves. After all, kids learn by example!\n\n<question>:\nWhat is the text mainly about?\n\n<options>:\nA How to promote sleep.\nB How kids learn from their parents.\nC The advantages of going to bed early.\nD The disadvantages of phone usage before bed.\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>:\nExperts recently suggested that teens should start adopting early bedtimes. Before you dismiss it as a habit suited only for young kids, consider that there are serious advantages in being well-rested. And now, even more research suggests that putting phones away before going to sleep is important to teens' well-being.\nA new study from Seton Hall University School of Health and Medicine Science found that 62 percent of kids used their smart phones before bed, and it's causing less sleep and poor performance in school.\nThose teens who text before bedtime tend to go to sleep later, and get up later in the morning. Such behavior can be associated with mental health issues like depression or anxiety. Besides, once teens do receive a text, experts found, they tend to respond right away. Then the text conversation continues -- resulting in an even later bedtime.\nThe study's co-author Dr. Peter Polos says this leads to excessive stimulation at night. Light from electronic devices can block the secretion of melatonin -- a hormone that promotes sleep, which makes sleep difficult in the face of overuse of smart phones at night. It's true! More screen time means less sleep time; other studies have suggested the same idea.\nAs for a final piece of advice, Dr. Sushanth Bhat says, since getting the proper amount of sleep is very important for brain development and learning in the teenage years, our study should encourage parents and guardians to limit adolescent smart phone usage at night. Keep in mind that teens aren't the only ones addicted to their phones! Adults can also benefit from setting a tech curfew for themselves. After all, kids learn by example!\n\n<question>:\nWho are likely to go to sleep later according to the text?\n\n<options>:\nA Kids having text conversations before bed.\nB Kids putting their phones away at night.\nC Kids studying their lessons hard at school.\nD Kids exercising with friends after 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>:\nExperts recently suggested that teens should start adopting early bedtimes. Before you dismiss it as a habit suited only for young kids, consider that there are serious advantages in being well-rested. And now, even more research suggests that putting phones away before going to sleep is important to teens' well-being.\nA new study from Seton Hall University School of Health and Medicine Science found that 62 percent of kids used their smart phones before bed, and it's causing less sleep and poor performance in school.\nThose teens who text before bedtime tend to go to sleep later, and get up later in the morning. Such behavior can be associated with mental health issues like depression or anxiety. Besides, once teens do receive a text, experts found, they tend to respond right away. Then the text conversation continues -- resulting in an even later bedtime.\nThe study's co-author Dr. Peter Polos says this leads to excessive stimulation at night. Light from electronic devices can block the secretion of melatonin -- a hormone that promotes sleep, which makes sleep difficult in the face of overuse of smart phones at night. It's true! More screen time means less sleep time; other studies have suggested the same idea.\nAs for a final piece of advice, Dr. Sushanth Bhat says, since getting the proper amount of sleep is very important for brain development and learning in the teenage years, our study should encourage parents and guardians to limit adolescent smart phone usage at night. Keep in mind that teens aren't the only ones addicted to their phones! Adults can also benefit from setting a tech curfew for themselves. After all, kids learn by example!\n\n<question>:\nMelatonin can _ .\n\n<options>:\nA make sleep difficult\nB lead to later bedtimes\nC help people fall asleep\nD wake people from a sleep\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>:\nExperts recently suggested that teens should start adopting early bedtimes. Before you dismiss it as a habit suited only for young kids, consider that there are serious advantages in being well-rested. And now, even more research suggests that putting phones away before going to sleep is important to teens' well-being.\nA new study from Seton Hall University School of Health and Medicine Science found that 62 percent of kids used their smart phones before bed, and it's causing less sleep and poor performance in school.\nThose teens who text before bedtime tend to go to sleep later, and get up later in the morning. Such behavior can be associated with mental health issues like depression or anxiety. Besides, once teens do receive a text, experts found, they tend to respond right away. Then the text conversation continues -- resulting in an even later bedtime.\nThe study's co-author Dr. Peter Polos says this leads to excessive stimulation at night. Light from electronic devices can block the secretion of melatonin -- a hormone that promotes sleep, which makes sleep difficult in the face of overuse of smart phones at night. It's true! More screen time means less sleep time; other studies have suggested the same idea.\nAs for a final piece of advice, Dr. Sushanth Bhat says, since getting the proper amount of sleep is very important for brain development and learning in the teenage years, our study should encourage parents and guardians to limit adolescent smart phone usage at night. Keep in mind that teens aren't the only ones addicted to their phones! Adults can also benefit from setting a tech curfew for themselves. After all, kids learn by example!\n\n<question>:\nThe author advises parents to _ .\n\n<options>:\nA learn from their kids\nB get rid of smart phones\nC set a good example to their kids\nD try to benefit from hi-tech 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>:\nScientists have discovered a real-life \"moral compass\" in the brain that controls how we judge other people's behavior. The region, which lies just behind the right ear, becomes more active when we think about other people's misdemeanor or good work. \nIn an experiment, researchers were able to use powerful magnets to disrupt this area of the brain and make people temporarily less moral. The study discovers that our sense of right and wrong isn't just based on upbringing, religion or philosophy --but also by the biology of our brains.\nThe researchers used a non-harmful technique to disrupt the area of the brain. The technique produce a magnetic field on a small part of the brain which creates weak electric currents in the brain. These currents interfere with nearby brain cells and prevent them from firing normally.\nOne story described a man who let his girlfriend walk over a bridge he knew was unsafe. The girl survived unharmed. Under normal conditions, most people rate the man's behavior as unacceptable. But after getting the magnetic pulse, the volunteers tended to see nothing wrong with his action --and judged his behavior purely on whether his girlfriend survived.\nAnother story described two girls visiting a chemical plant where one girl asks her friend to put sugar in her coffee. The friend uses powder from a jar marked toxic -- but as the powder turns out to be sugar. Volunteers with a disrupted moral compass tended to rate the girl's behavior as permissible because her friend was not injured--even though she was aware the powder came from a jar labeled toxic.\nThroughout the experiment, irresponsible or deliberate actions that might have resulted in harm were seen as morally acceptable if the story had a \"happy ending\".\n\n<question>:\nWhat do the two stories want to tell us?\n\n<options>:\nA People who like playing jokes on others is controlled by \"moral compass\".\nB People judge others' behavior acceptable or not by the \"moral compass\".\nC whether people's behavior is acceptable or not is judged by a happy ending.\nD Different behaviors controlled by the \"moral compass\" are all acceptable.\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 turkey named Courage gave thanks to President Obama for saving his life on the day before Thanksgiving. Honouring a 62-year-old tradition, the President pardoned the bird on Thanksgiving eve.\nThe tradition of a turkey pardon at Thanksgiving began with President Truman in 1947. Courage comes from Ellsworth, Iowa. The name Courage was chosen by voters who took part in a survey posted on the White House website. The lucky turkey walked on the lawn of the Rose Garden and posed for the cameras at the presidential podium .\nThe dinner that has become known as the First Thanksgiving was actually a harvest festival celebrated in December of 1621. That's when English settlers in Plymouth, Massachusetts, gave thanks for the progress they had made after a hard winter in their new country. As America grew, Thanksgiving customs also spread and got bigger. George Washington declared that the first national Thanksgiving would be on November 26, 1789. In the decades to follow, however, people celebrated Thanksgiving locally, with no official date. President Abraham Lincoln declared the last Thursday in November 1863 a national day of Thanksgiving. It stayed that way until 1939, when President Franklin D. Roosevelt moved it one week earlier. He wanted to lengthen the shopping period before Christmas to encourage gift-buyers and to help businesses. So Congress ruled that, after 1941, Thanksgiving would be an official federal holiday falling on the fourth Thursday of November.\nThis year we celebrated Thanksgiving on Thursday, November. Millions of Americans got together to give thanks with friends and family. The lucky turkey, Courage, was one of them. After his pardon, Courage would be sent to Disneyland Resort in California, where he would be the grand assemble of Disney's Thanksgiving Day Parade.\n\n<question>:\nThat the turkey Courage was pardoned was decided by _ .\n\n<options>:\nA George Bush\nB Congress\nC President Truman\nD the public\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 turkey named Courage gave thanks to President Obama for saving his life on the day before Thanksgiving. Honouring a 62-year-old tradition, the President pardoned the bird on Thanksgiving eve.\nThe tradition of a turkey pardon at Thanksgiving began with President Truman in 1947. Courage comes from Ellsworth, Iowa. The name Courage was chosen by voters who took part in a survey posted on the White House website. The lucky turkey walked on the lawn of the Rose Garden and posed for the cameras at the presidential podium .\nThe dinner that has become known as the First Thanksgiving was actually a harvest festival celebrated in December of 1621. That's when English settlers in Plymouth, Massachusetts, gave thanks for the progress they had made after a hard winter in their new country. As America grew, Thanksgiving customs also spread and got bigger. George Washington declared that the first national Thanksgiving would be on November 26, 1789. In the decades to follow, however, people celebrated Thanksgiving locally, with no official date. President Abraham Lincoln declared the last Thursday in November 1863 a national day of Thanksgiving. It stayed that way until 1939, when President Franklin D. Roosevelt moved it one week earlier. He wanted to lengthen the shopping period before Christmas to encourage gift-buyers and to help businesses. So Congress ruled that, after 1941, Thanksgiving would be an official federal holiday falling on the fourth Thursday of November.\nThis year we celebrated Thanksgiving on Thursday, November. Millions of Americans got together to give thanks with friends and family. The lucky turkey, Courage, was one of them. After his pardon, Courage would be sent to Disneyland Resort in California, where he would be the grand assemble of Disney's Thanksgiving Day Parade.\n\n<question>:\nThe first Thanksgiving Day was held to _ .\n\n<options>:\nA celebrate the harvest of British settlers\nB celebrate the progress of Americans\nC encourage the struggle with British settlers\nD celebrate the joy of all Americans after a hard winter\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 turkey named Courage gave thanks to President Obama for saving his life on the day before Thanksgiving. Honouring a 62-year-old tradition, the President pardoned the bird on Thanksgiving eve.\nThe tradition of a turkey pardon at Thanksgiving began with President Truman in 1947. Courage comes from Ellsworth, Iowa. The name Courage was chosen by voters who took part in a survey posted on the White House website. The lucky turkey walked on the lawn of the Rose Garden and posed for the cameras at the presidential podium .\nThe dinner that has become known as the First Thanksgiving was actually a harvest festival celebrated in December of 1621. That's when English settlers in Plymouth, Massachusetts, gave thanks for the progress they had made after a hard winter in their new country. As America grew, Thanksgiving customs also spread and got bigger. George Washington declared that the first national Thanksgiving would be on November 26, 1789. In the decades to follow, however, people celebrated Thanksgiving locally, with no official date. President Abraham Lincoln declared the last Thursday in November 1863 a national day of Thanksgiving. It stayed that way until 1939, when President Franklin D. Roosevelt moved it one week earlier. He wanted to lengthen the shopping period before Christmas to encourage gift-buyers and to help businesses. So Congress ruled that, after 1941, Thanksgiving would be an official federal holiday falling on the fourth Thursday of November.\nThis year we celebrated Thanksgiving on Thursday, November. Millions of Americans got together to give thanks with friends and family. The lucky turkey, Courage, was one of them. After his pardon, Courage would be sent to Disneyland Resort in California, where he would be the grand assemble of Disney's Thanksgiving Day Parade.\n\n<question>:\nIn 1939, President Roosevelt put forward the national day of Thanksgiving to _ .\n\n<options>:\nA encourage the economy\nB help the poor\nC please Congress\nD lengthen the summer holidays\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 turkey named Courage gave thanks to President Obama for saving his life on the day before Thanksgiving. Honouring a 62-year-old tradition, the President pardoned the bird on Thanksgiving eve.\nThe tradition of a turkey pardon at Thanksgiving began with President Truman in 1947. Courage comes from Ellsworth, Iowa. The name Courage was chosen by voters who took part in a survey posted on the White House website. The lucky turkey walked on the lawn of the Rose Garden and posed for the cameras at the presidential podium .\nThe dinner that has become known as the First Thanksgiving was actually a harvest festival celebrated in December of 1621. That's when English settlers in Plymouth, Massachusetts, gave thanks for the progress they had made after a hard winter in their new country. As America grew, Thanksgiving customs also spread and got bigger. George Washington declared that the first national Thanksgiving would be on November 26, 1789. In the decades to follow, however, people celebrated Thanksgiving locally, with no official date. President Abraham Lincoln declared the last Thursday in November 1863 a national day of Thanksgiving. It stayed that way until 1939, when President Franklin D. Roosevelt moved it one week earlier. He wanted to lengthen the shopping period before Christmas to encourage gift-buyers and to help businesses. So Congress ruled that, after 1941, Thanksgiving would be an official federal holiday falling on the fourth Thursday of November.\nThis year we celebrated Thanksgiving on Thursday, November. Millions of Americans got together to give thanks with friends and family. The lucky turkey, Courage, was one of them. After his pardon, Courage would be sent to Disneyland Resort in California, where he would be the grand assemble of Disney's Thanksgiving Day Parade.\n\n<question>:\nWe can infer from the passage that _ .\n\n<options>:\nA President Obama pardoned a turkey before Thanksgiving because of the economic crisis\nB the turkey named Courage was pardoned by President Roosevelt before Thanksgiving\nC the pardoned turkey walked on the lawn of the Rose Garden on Thanksgiving eve\nD the pardoned turkey will appear in a celebrating parade of Thanksgiving 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>:\nStaying silent can be just as powerful as the words you mean to say, like when the act of hugging will be more comforting than saying, \"Sorry for your loss.\"\nAnother time when silence is golden is when you are unsure of what to say. If you are confused about your own feelings concerning a matter, it's best to stay quiet until you are more certain because more harm can be done by revealing false or exaggerated feelings\nChoose silence instead of blurting out 'in-the-moment' feelings that are hurtful and not really how you feel in the grand scheme of things. When you feel the urge to say an unkind thing, take a few breaths and think of the possible consequences of your words.\nSilence can be your best friend during negotiations. Say your piece, then close your mouth, and let the other person come to their own conclusions. Your silence shows that one, you are confident in what you just said, and two, you respect the other person enough to hear what they have to say.\nSometimes silence is the best and most timely solution because the other person is not in a position to hear what you have to say. For example, when a friend needs for you to listen to her problems, but she is unable to accept your advice at that moment.\nPractice being silent at work when you don't have anything meaningful to contribute. Unless you can elevate the conversation by pointing out something interesting, missing, or beneficial, it's best to just observe and learn.\nFinally, silence is golden when you don't want to engage in a fool's argument. As some squabbles will never be resolved, one must agree to disagree.\nHower,there will be times in your life where you will need the power of your voice,the voice within you that wants and needs to be respected and apprecitsed.\n\n<question>:\nThe passage mainly tells us about _\n\n<options>:\nA when to stay silent\nB why to stay silent\nC how to stay silent\nD whether or not to stay silent\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>:\nStaying silent can be just as powerful as the words you mean to say, like when the act of hugging will be more comforting than saying, \"Sorry for your loss.\"\nAnother time when silence is golden is when you are unsure of what to say. If you are confused about your own feelings concerning a matter, it's best to stay quiet until you are more certain because more harm can be done by revealing false or exaggerated feelings\nChoose silence instead of blurting out 'in-the-moment' feelings that are hurtful and not really how you feel in the grand scheme of things. When you feel the urge to say an unkind thing, take a few breaths and think of the possible consequences of your words.\nSilence can be your best friend during negotiations. Say your piece, then close your mouth, and let the other person come to their own conclusions. Your silence shows that one, you are confident in what you just said, and two, you respect the other person enough to hear what they have to say.\nSometimes silence is the best and most timely solution because the other person is not in a position to hear what you have to say. For example, when a friend needs for you to listen to her problems, but she is unable to accept your advice at that moment.\nPractice being silent at work when you don't have anything meaningful to contribute. Unless you can elevate the conversation by pointing out something interesting, missing, or beneficial, it's best to just observe and learn.\nFinally, silence is golden when you don't want to engage in a fool's argument. As some squabbles will never be resolved, one must agree to disagree.\nHower,there will be times in your life where you will need the power of your voice,the voice within you that wants and needs to be respected and apprecitsed.\n\n<question>:\nWhat is the best to do during negotiation?\n\n<options>:\nA Grasp every chance to say more than the other\nB Close your mouth and just listen to the other\nC Say what you chould and draw a conclusion\nD Speak out your own points and let the other speak out theirs\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>:\nStaying silent can be just as powerful as the words you mean to say, like when the act of hugging will be more comforting than saying, \"Sorry for your loss.\"\nAnother time when silence is golden is when you are unsure of what to say. If you are confused about your own feelings concerning a matter, it's best to stay quiet until you are more certain because more harm can be done by revealing false or exaggerated feelings\nChoose silence instead of blurting out 'in-the-moment' feelings that are hurtful and not really how you feel in the grand scheme of things. When you feel the urge to say an unkind thing, take a few breaths and think of the possible consequences of your words.\nSilence can be your best friend during negotiations. Say your piece, then close your mouth, and let the other person come to their own conclusions. Your silence shows that one, you are confident in what you just said, and two, you respect the other person enough to hear what they have to say.\nSometimes silence is the best and most timely solution because the other person is not in a position to hear what you have to say. For example, when a friend needs for you to listen to her problems, but she is unable to accept your advice at that moment.\nPractice being silent at work when you don't have anything meaningful to contribute. Unless you can elevate the conversation by pointing out something interesting, missing, or beneficial, it's best to just observe and learn.\nFinally, silence is golden when you don't want to engage in a fool's argument. As some squabbles will never be resolved, one must agree to disagree.\nHower,there will be times in your life where you will need the power of your voice,the voice within you that wants and needs to be respected and apprecitsed.\n\n<question>:\nWhat does the undedined word \"elevate\" most probably mean?\n\n<options>:\nA start\nB conclude\nC interrupt\nD cancel\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>:\nStaying silent can be just as powerful as the words you mean to say, like when the act of hugging will be more comforting than saying, \"Sorry for your loss.\"\nAnother time when silence is golden is when you are unsure of what to say. If you are confused about your own feelings concerning a matter, it's best to stay quiet until you are more certain because more harm can be done by revealing false or exaggerated feelings\nChoose silence instead of blurting out 'in-the-moment' feelings that are hurtful and not really how you feel in the grand scheme of things. When you feel the urge to say an unkind thing, take a few breaths and think of the possible consequences of your words.\nSilence can be your best friend during negotiations. Say your piece, then close your mouth, and let the other person come to their own conclusions. Your silence shows that one, you are confident in what you just said, and two, you respect the other person enough to hear what they have to say.\nSometimes silence is the best and most timely solution because the other person is not in a position to hear what you have to say. For example, when a friend needs for you to listen to her problems, but she is unable to accept your advice at that moment.\nPractice being silent at work when you don't have anything meaningful to contribute. Unless you can elevate the conversation by pointing out something interesting, missing, or beneficial, it's best to just observe and learn.\nFinally, silence is golden when you don't want to engage in a fool's argument. As some squabbles will never be resolved, one must agree to disagree.\nHower,there will be times in your life where you will need the power of your voice,the voice within you that wants and needs to be respected and apprecitsed.\n\n<question>:\nTo follow this passage,the writer is likelhy to continue telling about _\n\n<options>:\nA the power of your voice\nB the occasions when you should speak up\nC the advantages of speaking up\nD the dissdantages of staying silent\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>:\nIn the first programme,The Mexican Wave, the focus is on the Orange Monarch butterfly. \nEach autumn in the pine forests of central prefix = st1 /Mexico, one of the greatest natural phenomena appears, as tens of millions of beautiful orange Monarch butterflies pour into the trees to spend the winter months.\nSome of them have migrated several thousand kilometres from their breeding grounds in North America and Canada, but although they've never been here before, they travel south and find their way to an area not much bigger than the English county of Devon. \nAlthough they coat the trees and when they take flight, look like an orange snowstorm, these butterflies are under threat at both ends of their journey.The pine forest are being cut down illegally by gangs of loggers, despite protection from the Mexican government. \nLocal people need timber and firewood to survive. Where the butterflies breed in North America, their foodplant, the milkweed, is being killed by herbicides and agricultural practices, and the Monarch's migration is in danger.With location reports from the Mexican forests, Brett Westwood explores how steps are being taken to develop sustainable forestry to help preserve this magnificent insect.\n\n<question>:\nWhen do the Orange Monarch butterfly come to central Mexico?_.\n\n<options>:\nA Each spring\nB Each summer\nC Each autumn\nD Each winter\n\n<answer>:\n",
"assistant": "C"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nIn the first programme,The Mexican Wave, the focus is on the Orange Monarch butterfly. \nEach autumn in the pine forests of central prefix = st1 /Mexico, one of the greatest natural phenomena appears, as tens of millions of beautiful orange Monarch butterflies pour into the trees to spend the winter months.\nSome of them have migrated several thousand kilometres from their breeding grounds in North America and Canada, but although they've never been here before, they travel south and find their way to an area not much bigger than the English county of Devon. \nAlthough they coat the trees and when they take flight, look like an orange snowstorm, these butterflies are under threat at both ends of their journey.The pine forest are being cut down illegally by gangs of loggers, despite protection from the Mexican government. \nLocal people need timber and firewood to survive. Where the butterflies breed in North America, their foodplant, the milkweed, is being killed by herbicides and agricultural practices, and the Monarch's migration is in danger.With location reports from the Mexican forests, Brett Westwood explores how steps are being taken to develop sustainable forestry to help preserve this magnificent insect.\n\n<question>:\nWhat do we learn about the Orange Monarch butterflies?\n\n<options>:\nA They are good at hiding themselves from the enemies\nB They travelled thousands of miles to the English countyofDevon.\nC They breed in the central Mexico.\nD Their food source pine trees have been destroyed by loggers.\n\n<answer>:\n",
"assistant": "A"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nIn the first programme,The Mexican Wave, the focus is on the Orange Monarch butterfly. \nEach autumn in the pine forests of central prefix = st1 /Mexico, one of the greatest natural phenomena appears, as tens of millions of beautiful orange Monarch butterflies pour into the trees to spend the winter months.\nSome of them have migrated several thousand kilometres from their breeding grounds in North America and Canada, but although they've never been here before, they travel south and find their way to an area not much bigger than the English county of Devon. \nAlthough they coat the trees and when they take flight, look like an orange snowstorm, these butterflies are under threat at both ends of their journey.The pine forest are being cut down illegally by gangs of loggers, despite protection from the Mexican government. \nLocal people need timber and firewood to survive. Where the butterflies breed in North America, their foodplant, the milkweed, is being killed by herbicides and agricultural practices, and the Monarch's migration is in danger.With location reports from the Mexican forests, Brett Westwood explores how steps are being taken to develop sustainable forestry to help preserve this magnificent insect.\n\n<question>:\nWhat's the main reason for the decline of the number of Orange Monarch butterflies? .\n\n<options>:\nA Being killed by enemies\nB Being caught by human beings\nC Lack of protection from the Mexican government\nD The disappearance of their habitat and food\n\n<answer>:\n",
"assistant": "D"
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"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nIn the first programme,The Mexican Wave, the focus is on the Orange Monarch butterfly. \nEach autumn in the pine forests of central prefix = st1 /Mexico, one of the greatest natural phenomena appears, as tens of millions of beautiful orange Monarch butterflies pour into the trees to spend the winter months.\nSome of them have migrated several thousand kilometres from their breeding grounds in North America and Canada, but although they've never been here before, they travel south and find their way to an area not much bigger than the English county of Devon. \nAlthough they coat the trees and when they take flight, look like an orange snowstorm, these butterflies are under threat at both ends of their journey.The pine forest are being cut down illegally by gangs of loggers, despite protection from the Mexican government. \nLocal people need timber and firewood to survive. Where the butterflies breed in North America, their foodplant, the milkweed, is being killed by herbicides and agricultural practices, and the Monarch's migration is in danger.With location reports from the Mexican forests, Brett Westwood explores how steps are being taken to develop sustainable forestry to help preserve this magnificent insect.\n\n<question>:\nWhere is the article probably from?_.\n\n<options>:\nA A newspaper\nB A magazine\nC A journal\nD A radio programme\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>:\nFinding true happiness is a universal aspiration . We all want it, but can we all have it? Genuine happiness is written all over our faces when we are truly contented, and, likewise, a forced smile does nothing to hide underlying sadness.\nBelieving that everyone can create their own lasting joy, Matthieu Richard has been declared the Happiest Man in the World. Richard earned his \"happiest man\" status after a series of laboratory tests in 2004. Richard has shared his thoughts on happiness with a worldwide audience. As an experienced speaker, he has explained his insights into happiness to everyone, from students to corporate groups. Looking inwards to find joy rather than relying on outer conditions, he believes, is the way to achieve well-being.\n\"It's quite clear that the outer conditions are not enough. The way we interpret those outer conditions in our inner experience is what determines either a sense of well-being or misery. We love to go jogging for fitness and we do all kinds of things to remain beautiful, yet we spend surprisingly little time taking care of what matters most: the way our minds function. It's the essential thing that determines the quality of our experience.\" Besides this, Richard stresses that it is not what's happening around us that makes us unhappy, but rather the way we choose to react to it.\nThe pursuit of happiness is becoming a modern obsession . As life becomes more complex, our ability to process our reactions to various outside influences comes under strain. \"Genuine happiness\" he says, \"doesn't mean pleasant feelings one after the other. It's more like a series of qualities that we can develop as skills -- like openness, genuine love, compassion, inner strength and inner peace.\"\n\n<question>:\nRichard has been declared the Happiest Man in the World _ .\n\n<options>:\nA because he has shared his thoughts on happiness with a worldwide audience\nB after he has explained his insights into happiness to everyone\nC after a series of laboratory tests\nD because he tries his best to achieve happiness and well-being\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>:\nFinding true happiness is a universal aspiration . We all want it, but can we all have it? Genuine happiness is written all over our faces when we are truly contented, and, likewise, a forced smile does nothing to hide underlying sadness.\nBelieving that everyone can create their own lasting joy, Matthieu Richard has been declared the Happiest Man in the World. Richard earned his \"happiest man\" status after a series of laboratory tests in 2004. Richard has shared his thoughts on happiness with a worldwide audience. As an experienced speaker, he has explained his insights into happiness to everyone, from students to corporate groups. Looking inwards to find joy rather than relying on outer conditions, he believes, is the way to achieve well-being.\n\"It's quite clear that the outer conditions are not enough. The way we interpret those outer conditions in our inner experience is what determines either a sense of well-being or misery. We love to go jogging for fitness and we do all kinds of things to remain beautiful, yet we spend surprisingly little time taking care of what matters most: the way our minds function. It's the essential thing that determines the quality of our experience.\" Besides this, Richard stresses that it is not what's happening around us that makes us unhappy, but rather the way we choose to react to it.\nThe pursuit of happiness is becoming a modern obsession . As life becomes more complex, our ability to process our reactions to various outside influences comes under strain. \"Genuine happiness\" he says, \"doesn't mean pleasant feelings one after the other. It's more like a series of qualities that we can develop as skills -- like openness, genuine love, compassion, inner strength and inner peace.\"\n\n<question>:\nAccording to Richard, what is the best way to achieve well-being?\n\n<options>:\nA Interpreting those outer conditions in our inner experience.\nB Looking inwards to find joy rather than relying on outer conditions.\nC Spending little time taking care of what matters most.\nD Reacting to various outside influences in the modern world.\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>:\nFinding true happiness is a universal aspiration . We all want it, but can we all have it? Genuine happiness is written all over our faces when we are truly contented, and, likewise, a forced smile does nothing to hide underlying sadness.\nBelieving that everyone can create their own lasting joy, Matthieu Richard has been declared the Happiest Man in the World. Richard earned his \"happiest man\" status after a series of laboratory tests in 2004. Richard has shared his thoughts on happiness with a worldwide audience. As an experienced speaker, he has explained his insights into happiness to everyone, from students to corporate groups. Looking inwards to find joy rather than relying on outer conditions, he believes, is the way to achieve well-being.\n\"It's quite clear that the outer conditions are not enough. The way we interpret those outer conditions in our inner experience is what determines either a sense of well-being or misery. We love to go jogging for fitness and we do all kinds of things to remain beautiful, yet we spend surprisingly little time taking care of what matters most: the way our minds function. It's the essential thing that determines the quality of our experience.\" Besides this, Richard stresses that it is not what's happening around us that makes us unhappy, but rather the way we choose to react to it.\nThe pursuit of happiness is becoming a modern obsession . As life becomes more complex, our ability to process our reactions to various outside influences comes under strain. \"Genuine happiness\" he says, \"doesn't mean pleasant feelings one after the other. It's more like a series of qualities that we can develop as skills -- like openness, genuine love, compassion, inner strength and inner peace.\"\n\n<question>:\nWhat determines the quality of our experience?\n\n<options>:\nA The way our minds react to outer conditions.\nB Insights into happiness that we hold.\nC The constant pursuit of happiness in our life.\nD Those outer conditions affecting our happiness.\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>:\nFinding true happiness is a universal aspiration . We all want it, but can we all have it? Genuine happiness is written all over our faces when we are truly contented, and, likewise, a forced smile does nothing to hide underlying sadness.\nBelieving that everyone can create their own lasting joy, Matthieu Richard has been declared the Happiest Man in the World. Richard earned his \"happiest man\" status after a series of laboratory tests in 2004. Richard has shared his thoughts on happiness with a worldwide audience. As an experienced speaker, he has explained his insights into happiness to everyone, from students to corporate groups. Looking inwards to find joy rather than relying on outer conditions, he believes, is the way to achieve well-being.\n\"It's quite clear that the outer conditions are not enough. The way we interpret those outer conditions in our inner experience is what determines either a sense of well-being or misery. We love to go jogging for fitness and we do all kinds of things to remain beautiful, yet we spend surprisingly little time taking care of what matters most: the way our minds function. It's the essential thing that determines the quality of our experience.\" Besides this, Richard stresses that it is not what's happening around us that makes us unhappy, but rather the way we choose to react to it.\nThe pursuit of happiness is becoming a modern obsession . As life becomes more complex, our ability to process our reactions to various outside influences comes under strain. \"Genuine happiness\" he says, \"doesn't mean pleasant feelings one after the other. It's more like a series of qualities that we can develop as skills -- like openness, genuine love, compassion, inner strength and inner peace.\"\n\n<question>:\nHow can we pursuit happiness?\n\n<options>:\nA Go jogging for happiness.\nB Do everything to remain beautiful.\nC Make sure that our minds are functioning normally.\nD Develop necessary qualities.\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>:\nWhen I was little, I'd see tons of bats flying around streetlights at night in my neighborhood in upstate New York. But I'll never forget the first time when I saw a bat up close. By the time I turned 7, though, I noticed something strange: All the bats in my neighborhood had disappeared, and I wondered why.\nThen, three years ago, when I was 11 and visiting the state fair, I learned what had happened to my town's bats. A disease called \"white nose syndrome\" had killed 93 percent of New York State's bats. I was horrified. Then I wrote a letter to the host of an environmental program on the local radio station, asking if they could do a show on bats. They did!\nBut I still wanted to find a way to educate people face to face. I reached out to a teacher I had in elementary school and asked if I could make a presentation to her class. I described how bats help farmers by eating crop-damaging insects. It went over so well that other teachers started requesting me. Over the past three years, I've talked in front of everyone from 5-year-olds to senior citizens! Many people think that bats are blind, and that they always carry diseases, but none of that is true. The more I present, the more I notice that I am changing minds. \nAnd while getting people to respect bats is pretty hard, getting them to respect me has been difficult too. When I first applied to host a booth at a local street fair, the managers thought I was too young. But I refused to take \"no\" for an answer. I continued to make my case, and they finally said yes! The best part is, I impressed them so much -- 100 visitors on my first day -- that they now invite me back every year.\n\n<question>:\nAll the bats in the neighborhood disappeared because they_.\n\n<options>:\nA were killed by a disease\nB moved to another habitat\nC were hunted by other animals\nD hid in a place where people couldn't find them\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 I was little, I'd see tons of bats flying around streetlights at night in my neighborhood in upstate New York. But I'll never forget the first time when I saw a bat up close. By the time I turned 7, though, I noticed something strange: All the bats in my neighborhood had disappeared, and I wondered why.\nThen, three years ago, when I was 11 and visiting the state fair, I learned what had happened to my town's bats. A disease called \"white nose syndrome\" had killed 93 percent of New York State's bats. I was horrified. Then I wrote a letter to the host of an environmental program on the local radio station, asking if they could do a show on bats. They did!\nBut I still wanted to find a way to educate people face to face. I reached out to a teacher I had in elementary school and asked if I could make a presentation to her class. I described how bats help farmers by eating crop-damaging insects. It went over so well that other teachers started requesting me. Over the past three years, I've talked in front of everyone from 5-year-olds to senior citizens! Many people think that bats are blind, and that they always carry diseases, but none of that is true. The more I present, the more I notice that I am changing minds. \nAnd while getting people to respect bats is pretty hard, getting them to respect me has been difficult too. When I first applied to host a booth at a local street fair, the managers thought I was too young. But I refused to take \"no\" for an answer. I continued to make my case, and they finally said yes! The best part is, I impressed them so much -- 100 visitors on my first day -- that they now invite me back every year.\n\n<question>:\nThe author wrote a letter to the host in order to ask them to_.\n\n<options>:\nA donate some money to save bats\nB make a radio program about bats\nC announce new findings about bats\nD finish some questionnaires about the fair\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 I was little, I'd see tons of bats flying around streetlights at night in my neighborhood in upstate New York. But I'll never forget the first time when I saw a bat up close. By the time I turned 7, though, I noticed something strange: All the bats in my neighborhood had disappeared, and I wondered why.\nThen, three years ago, when I was 11 and visiting the state fair, I learned what had happened to my town's bats. A disease called \"white nose syndrome\" had killed 93 percent of New York State's bats. I was horrified. Then I wrote a letter to the host of an environmental program on the local radio station, asking if they could do a show on bats. They did!\nBut I still wanted to find a way to educate people face to face. I reached out to a teacher I had in elementary school and asked if I could make a presentation to her class. I described how bats help farmers by eating crop-damaging insects. It went over so well that other teachers started requesting me. Over the past three years, I've talked in front of everyone from 5-year-olds to senior citizens! Many people think that bats are blind, and that they always carry diseases, but none of that is true. The more I present, the more I notice that I am changing minds. \nAnd while getting people to respect bats is pretty hard, getting them to respect me has been difficult too. When I first applied to host a booth at a local street fair, the managers thought I was too young. But I refused to take \"no\" for an answer. I continued to make my case, and they finally said yes! The best part is, I impressed them so much -- 100 visitors on my first day -- that they now invite me back every year.\n\n<question>:\nHow did the author save bats?\n\n<options>:\nA By building a new home for them.\nB By volunteering to work in the wild.\nC By improving their living environment.\nD By educating people that they are beneficial.\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>:\nEditor's notes: AWL is well known for its dictionaries and English language teaching materials. Some readers have written in to ask us for the latest information on high quality books on English, so here we introduce two texts that aim to improve spoken English fluency.\nLet's speak (Beginner)\nBy Bev Dusuya, Naoko Ozeki and Kevin Bergman\nISBN: 962001359X\nSpeak Up(Pre-Intermediate)\nBy Bev Kusuya, Nako Zeki\nISBN: 0583338050\n\"Teach the students about your culture and help them talk about their own.\" How often are these worthy goals kept from being achieved by the limitations of your beginner level learners? Students at all levels want to talk about culture.\nTopics include food, shopping, sports, fashion, the roles of men and women, health, music, and many more.\nThese are all chosen from surveys of over 15,000 students about their own interests in cross-cultural communication.\n\"Let's Speak\" and \"Speak Up\" share a special but excellent way that allows all students to take part in. \n The series has questions which start thinking and then help collect opinions about personal topics. Conversation practice is provided by ready to use models of basic exchanges on the topic. Also, the cultural information presented in the series comes in the form of interesting, relevant facts and ideas from other countries through listening tasks and Culture Quiz exercises.\nTeam activities in books provide lively problem solving games to enable sharing and comparison of cultural values.\n\"Let's Speak\" is fit for entry level students of all ages. \"Speak Up\" provides for the needs of higher level beginners, offering the same careful listening and speaking help, but with slightly more open ended discussion.\nFor any information about AWL's books, please get in touch with the following addresses:\nprefix = st1 /Beijing AddisonWesleyLongmanInformationCenter\nRoom 2306, FLTRP Beijing\n19 Xi San Huan Beilu, Beijing100081\nTel: (010)68917488 (010) 68917788\nFax: (010) 68917499\nE-mail: zrh@public.bat.net.cn\n\n<question>:\nIn the sentence \"Teach the students about your culture and help them talk about their own\", \"your culture\" here means the culture of_.\n\n<options>:\nA the English native speakers\nB the English learners\nC the readers of the two books\nD the readers of the newspaper\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>:\nEditor's notes: AWL is well known for its dictionaries and English language teaching materials. Some readers have written in to ask us for the latest information on high quality books on English, so here we introduce two texts that aim to improve spoken English fluency.\nLet's speak (Beginner)\nBy Bev Dusuya, Naoko Ozeki and Kevin Bergman\nISBN: 962001359X\nSpeak Up(Pre-Intermediate)\nBy Bev Kusuya, Nako Zeki\nISBN: 0583338050\n\"Teach the students about your culture and help them talk about their own.\" How often are these worthy goals kept from being achieved by the limitations of your beginner level learners? Students at all levels want to talk about culture.\nTopics include food, shopping, sports, fashion, the roles of men and women, health, music, and many more.\nThese are all chosen from surveys of over 15,000 students about their own interests in cross-cultural communication.\n\"Let's Speak\" and \"Speak Up\" share a special but excellent way that allows all students to take part in. \n The series has questions which start thinking and then help collect opinions about personal topics. Conversation practice is provided by ready to use models of basic exchanges on the topic. Also, the cultural information presented in the series comes in the form of interesting, relevant facts and ideas from other countries through listening tasks and Culture Quiz exercises.\nTeam activities in books provide lively problem solving games to enable sharing and comparison of cultural values.\n\"Let's Speak\" is fit for entry level students of all ages. \"Speak Up\" provides for the needs of higher level beginners, offering the same careful listening and speaking help, but with slightly more open ended discussion.\nFor any information about AWL's books, please get in touch with the following addresses:\nprefix = st1 /Beijing AddisonWesleyLongmanInformationCenter\nRoom 2306, FLTRP Beijing\n19 Xi San Huan Beilu, Beijing100081\nTel: (010)68917488 (010) 68917788\nFax: (010) 68917499\nE-mail: zrh@public.bat.net.cn\n\n<question>:\nThe two books have in common everything EXCEPT_.\n\n<options>:\nA the same interesting topics\nB the same level of learners\nC proper ways to excite the learners to talk\nD right kinds of activities for cultural communication\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>:\nEditor's notes: AWL is well known for its dictionaries and English language teaching materials. Some readers have written in to ask us for the latest information on high quality books on English, so here we introduce two texts that aim to improve spoken English fluency.\nLet's speak (Beginner)\nBy Bev Dusuya, Naoko Ozeki and Kevin Bergman\nISBN: 962001359X\nSpeak Up(Pre-Intermediate)\nBy Bev Kusuya, Nako Zeki\nISBN: 0583338050\n\"Teach the students about your culture and help them talk about their own.\" How often are these worthy goals kept from being achieved by the limitations of your beginner level learners? Students at all levels want to talk about culture.\nTopics include food, shopping, sports, fashion, the roles of men and women, health, music, and many more.\nThese are all chosen from surveys of over 15,000 students about their own interests in cross-cultural communication.\n\"Let's Speak\" and \"Speak Up\" share a special but excellent way that allows all students to take part in. \n The series has questions which start thinking and then help collect opinions about personal topics. Conversation practice is provided by ready to use models of basic exchanges on the topic. Also, the cultural information presented in the series comes in the form of interesting, relevant facts and ideas from other countries through listening tasks and Culture Quiz exercises.\nTeam activities in books provide lively problem solving games to enable sharing and comparison of cultural values.\n\"Let's Speak\" is fit for entry level students of all ages. \"Speak Up\" provides for the needs of higher level beginners, offering the same careful listening and speaking help, but with slightly more open ended discussion.\nFor any information about AWL's books, please get in touch with the following addresses:\nprefix = st1 /Beijing AddisonWesleyLongmanInformationCenter\nRoom 2306, FLTRP Beijing\n19 Xi San Huan Beilu, Beijing100081\nTel: (010)68917488 (010) 68917788\nFax: (010) 68917499\nE-mail: zrh@public.bat.net.cn\n\n<question>:\nThe passage above is probably taken from the_section in a newspaper.\n\n<options>:\nA EDUCATION\nB NEWS\nC ENTERTAINMENT\nD BOOKSHELF\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>:\nYears ago while lying in my hammock and drinking JD from the bottle, I noticed my dog dragging something under the fence.Upon inspection, to my disappointment, I realized it was the next door neighbor' s 10 - year - old daughter' s rabbit.For years I had watched her come home from school and head straight out to its cage, free it and play with it in the yard.I knew that day would be no different and fearing for our dog, I had to think fast.\nThe rabbit was quite dirty, as if it had put up quite a struggle, so I washed it, combed it with the dog brush and blew it dry with the leaf blower.Upon finishing its grooming I jumped the fence and replaced it back in its cage hoping its death would be written off as \"natural caused\".\nBack to the hammock and JD.Within the hour the neighbor' s Volvo palled in as usual and out popped the little girl, and as usual she headed straight for the cage.Only this time she stopped about six feet away and screamed: \" D - A - D - D - Y!!!\"\nHer father, panic stricken, stood looking at the cage.Being the good neighbor that I am, I rushed to fence and asked if there was anything I could do.\nHer father less than calmly shouted, \"What kind of sick individual would dig up a little girl's rabbit and put it back in its cage?\"\n\n<question>:\nThe girl was shocked because _ .\n\n<options>:\nA the rabbit was killed by someone\nB the rabbit was too clean\nC the dead rabbit was cleaned and put back into the cage\nD the rabbit was asleep in the cage\n\n<answer>:\n",
"assistant": "C"
}
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9,390
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[
{
"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nYears ago while lying in my hammock and drinking JD from the bottle, I noticed my dog dragging something under the fence.Upon inspection, to my disappointment, I realized it was the next door neighbor' s 10 - year - old daughter' s rabbit.For years I had watched her come home from school and head straight out to its cage, free it and play with it in the yard.I knew that day would be no different and fearing for our dog, I had to think fast.\nThe rabbit was quite dirty, as if it had put up quite a struggle, so I washed it, combed it with the dog brush and blew it dry with the leaf blower.Upon finishing its grooming I jumped the fence and replaced it back in its cage hoping its death would be written off as \"natural caused\".\nBack to the hammock and JD.Within the hour the neighbor' s Volvo palled in as usual and out popped the little girl, and as usual she headed straight for the cage.Only this time she stopped about six feet away and screamed: \" D - A - D - D - Y!!!\"\nHer father, panic stricken, stood looking at the cage.Being the good neighbor that I am, I rushed to fence and asked if there was anything I could do.\nHer father less than calmly shouted, \"What kind of sick individual would dig up a little girl's rabbit and put it back in its cage?\"\n\n<question>:\nThat day the girl ran to the cage _ .\n\n<options>:\nA because her rabbit was there\nB because she.had a habit of going there to see her rabbit\nC because she wanted to see her rabbit again\nD because the rabbit was dead\n\n<answer>:\n",
"assistant": "B"
}
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9,391
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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>:\nYears ago while lying in my hammock and drinking JD from the bottle, I noticed my dog dragging something under the fence.Upon inspection, to my disappointment, I realized it was the next door neighbor' s 10 - year - old daughter' s rabbit.For years I had watched her come home from school and head straight out to its cage, free it and play with it in the yard.I knew that day would be no different and fearing for our dog, I had to think fast.\nThe rabbit was quite dirty, as if it had put up quite a struggle, so I washed it, combed it with the dog brush and blew it dry with the leaf blower.Upon finishing its grooming I jumped the fence and replaced it back in its cage hoping its death would be written off as \"natural caused\".\nBack to the hammock and JD.Within the hour the neighbor' s Volvo palled in as usual and out popped the little girl, and as usual she headed straight for the cage.Only this time she stopped about six feet away and screamed: \" D - A - D - D - Y!!!\"\nHer father, panic stricken, stood looking at the cage.Being the good neighbor that I am, I rushed to fence and asked if there was anything I could do.\nHer father less than calmly shouted, \"What kind of sick individual would dig up a little girl's rabbit and put it back in its cage?\"\n\n<question>:\nWe can infer that the rabbit _ .\n\n<options>:\nA was alive before the writer saw his dog dragging it\nB was already dead before the writer saw his dog dragging it\nC was in the cage playing with the dog\nD was at the fence seeking out for food before it was killed by the dog\n\n<answer>:\n",
"assistant": "B"
}
] |
9,392
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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>:\nYears ago while lying in my hammock and drinking JD from the bottle, I noticed my dog dragging something under the fence.Upon inspection, to my disappointment, I realized it was the next door neighbor' s 10 - year - old daughter' s rabbit.For years I had watched her come home from school and head straight out to its cage, free it and play with it in the yard.I knew that day would be no different and fearing for our dog, I had to think fast.\nThe rabbit was quite dirty, as if it had put up quite a struggle, so I washed it, combed it with the dog brush and blew it dry with the leaf blower.Upon finishing its grooming I jumped the fence and replaced it back in its cage hoping its death would be written off as \"natural caused\".\nBack to the hammock and JD.Within the hour the neighbor' s Volvo palled in as usual and out popped the little girl, and as usual she headed straight for the cage.Only this time she stopped about six feet away and screamed: \" D - A - D - D - Y!!!\"\nHer father, panic stricken, stood looking at the cage.Being the good neighbor that I am, I rushed to fence and asked if there was anything I could do.\nHer father less than calmly shouted, \"What kind of sick individual would dig up a little girl's rabbit and put it back in its cage?\"\n\n<question>:\nAccording to the story, the writer _ .\n\n<options>:\nA was helpful to his neighbor\nB did a smart thing\nC was honest\nD made a mistake\n\n<answer>:\n",
"assistant": "D"
}
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9,393
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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 International School for Earth Studies\nIt's a private,interdisciplinary institution specializing in earth-based studies.The Programs encourage students to explore the seeds of greatness,with a view to developing tomorrow's environmentally sensitive spokespersons and leaders. The principle goal is to help students develop responsibility inspired through appreciation and love for natural places and the greater environment.\nProgram Location(s):Newfoundland,Canada\nPhone:819--647--3226\nEmail:info@earthstudies.ca\nExpedition Education Institute\nDo you want to be an ecological leader,to become deeply rooted in the natural world and in your own power to make change and create a better,more resilient world?\nOrganized as the equivalent to a semester abroad,Expedition Education Institute offers a unique opportunity for gap year participants to be personally transformed and academically challenged and supported to become better and more self-directed life-long learners.\nProgram Location(s):USA\nPhone:207--322--2973\nEmail:Info@expedition educatlon.org\nThe Experiment in International Living\nIt provides summer abroad programs for high school students who want to connect deeply and engage meaningfully with the richness and complexities of another country. Programs are designed to equip participants not only with essential cultural skills and,in many cases,language skills,but also with a deeper awareness of and sensitivity to critical global issues shaping the diverse communities and regions we visit.\nProgram Location(s):Europe,the Americas,Africa,south of the Sahara\nPhone:800--345--2929\nEmail:experiment@worldlearning.org\nVisitoz\nIt's the Only organization in Australia that guarantees jobs for young people coming to our country on a Work and Holiday Visa. For young Americans this is a huge chance to get away from home and stand on their own two feet to make their own decisions.\nProgram Location(s):Australia\nPhone:4168--6106\nEmail:info@visitoz.org\n\n<question>:\nIf you want to learn to be independent,what phone number will you dial?\n\n<options>:\nA 819--l647--3226.\nB 207--322--2973.\nC 800345--2929.\nD 4168--6106.\n\n<answer>:\n",
"assistant": "D"
}
] |
9,394
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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 International School for Earth Studies\nIt's a private,interdisciplinary institution specializing in earth-based studies.The Programs encourage students to explore the seeds of greatness,with a view to developing tomorrow's environmentally sensitive spokespersons and leaders. The principle goal is to help students develop responsibility inspired through appreciation and love for natural places and the greater environment.\nProgram Location(s):Newfoundland,Canada\nPhone:819--647--3226\nEmail:info@earthstudies.ca\nExpedition Education Institute\nDo you want to be an ecological leader,to become deeply rooted in the natural world and in your own power to make change and create a better,more resilient world?\nOrganized as the equivalent to a semester abroad,Expedition Education Institute offers a unique opportunity for gap year participants to be personally transformed and academically challenged and supported to become better and more self-directed life-long learners.\nProgram Location(s):USA\nPhone:207--322--2973\nEmail:Info@expedition educatlon.org\nThe Experiment in International Living\nIt provides summer abroad programs for high school students who want to connect deeply and engage meaningfully with the richness and complexities of another country. Programs are designed to equip participants not only with essential cultural skills and,in many cases,language skills,but also with a deeper awareness of and sensitivity to critical global issues shaping the diverse communities and regions we visit.\nProgram Location(s):Europe,the Americas,Africa,south of the Sahara\nPhone:800--345--2929\nEmail:experiment@worldlearning.org\nVisitoz\nIt's the Only organization in Australia that guarantees jobs for young people coming to our country on a Work and Holiday Visa. For young Americans this is a huge chance to get away from home and stand on their own two feet to make their own decisions.\nProgram Location(s):Australia\nPhone:4168--6106\nEmail:info@visitoz.org\n\n<question>:\nWhich one attracts a student interested in international affairs most?\n\n<options>:\nA Visitoz.\nB Expedition Education Institute.\nC The Experiment in International Living.\nD The International School for Earth Studies.\n\n<answer>:\n",
"assistant": "C"
}
] |
9,395
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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 International School for Earth Studies\nIt's a private,interdisciplinary institution specializing in earth-based studies.The Programs encourage students to explore the seeds of greatness,with a view to developing tomorrow's environmentally sensitive spokespersons and leaders. The principle goal is to help students develop responsibility inspired through appreciation and love for natural places and the greater environment.\nProgram Location(s):Newfoundland,Canada\nPhone:819--647--3226\nEmail:info@earthstudies.ca\nExpedition Education Institute\nDo you want to be an ecological leader,to become deeply rooted in the natural world and in your own power to make change and create a better,more resilient world?\nOrganized as the equivalent to a semester abroad,Expedition Education Institute offers a unique opportunity for gap year participants to be personally transformed and academically challenged and supported to become better and more self-directed life-long learners.\nProgram Location(s):USA\nPhone:207--322--2973\nEmail:Info@expedition educatlon.org\nThe Experiment in International Living\nIt provides summer abroad programs for high school students who want to connect deeply and engage meaningfully with the richness and complexities of another country. Programs are designed to equip participants not only with essential cultural skills and,in many cases,language skills,but also with a deeper awareness of and sensitivity to critical global issues shaping the diverse communities and regions we visit.\nProgram Location(s):Europe,the Americas,Africa,south of the Sahara\nPhone:800--345--2929\nEmail:experiment@worldlearning.org\nVisitoz\nIt's the Only organization in Australia that guarantees jobs for young people coming to our country on a Work and Holiday Visa. For young Americans this is a huge chance to get away from home and stand on their own two feet to make their own decisions.\nProgram Location(s):Australia\nPhone:4168--6106\nEmail:info@visitoz.org\n\n<question>:\nThe main purpose of the passage is to _ .\n\n<options>:\nA attract more students to take an active part\nB persuade people to study language skills\nC advise people to stay in nature more and more\nD compare the differences of four different programs\n\n<answer>:\n",
"assistant": "A"
}
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9,396
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[
{
"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nDear Mr. Watson,\nCLAIM AL54323432--STORM DAMAGE TO ROOF\n I received a cheque for $623 dated 26 January in payment of my recent claim . However, I wish to tell you how upset I have been by the way your Claims Assessor, Mr. Michael Tan, handled this claim. \n When Mr. Tan first called me, he specifically told me that he believed I had been overcharged, and he would expect to pay that price for work on a double garage, rather than a single garage like mine. Mr. Tan suggested that I neither use nor recommend this contractor again. He continued to tell me it was unlikely for me to receive full payment. Never during this conversation did he mention that the reason for not receiving full payment was because of the nature of my insurance policy. \n Consequently, I wrote to Mr. Lance Ashe to complain about his pricing, stating that I was very upset thinking that he could have taken advantage by overcharging a 73-year-old woman. Mr. Ashe telephoned me immediately and explained his charges in detail. He later reported back to me that Mr. Tan explained that I would not receive full payment because of the type of policy I hold, which does not cover wear and tear. This was the first time this issue had been brought to my attention, so you can imagine my surprise. \n When I received Mr. Tan's letter of 2 February, this situation was explained. If this had been explained in the first place I would have accepted it and would not have questioned Mr. Ashe's charges. Instead, by telling me initially that I had been overcharged for this work, he caused a great deal of upset, not only for me but also for Mr. Ashe. \n I believed this claim was handled badly by Mr. Tan from the beginning. Therefore, a great deal of embarrassment has been caused over this issue. \nI felt you should know how disappointed and upset I am. I trust you will look into this and ensure that such claims are handled more appropriately in the future. \n Yours sincerely,\n Mrs. Richard\n\n<question>:\nThe author writes this letter to _ .\n\n<options>:\nA inform the manager of a payment\nB complain about a mishandled case\nC demand an apology from Mr. Watson\nD require the manager to fire Mr. Tan\n\n<answer>:\n",
"assistant": "B"
}
] |
9,397
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[
{
"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nDear Mr. Watson,\nCLAIM AL54323432--STORM DAMAGE TO ROOF\n I received a cheque for $623 dated 26 January in payment of my recent claim . However, I wish to tell you how upset I have been by the way your Claims Assessor, Mr. Michael Tan, handled this claim. \n When Mr. Tan first called me, he specifically told me that he believed I had been overcharged, and he would expect to pay that price for work on a double garage, rather than a single garage like mine. Mr. Tan suggested that I neither use nor recommend this contractor again. He continued to tell me it was unlikely for me to receive full payment. Never during this conversation did he mention that the reason for not receiving full payment was because of the nature of my insurance policy. \n Consequently, I wrote to Mr. Lance Ashe to complain about his pricing, stating that I was very upset thinking that he could have taken advantage by overcharging a 73-year-old woman. Mr. Ashe telephoned me immediately and explained his charges in detail. He later reported back to me that Mr. Tan explained that I would not receive full payment because of the type of policy I hold, which does not cover wear and tear. This was the first time this issue had been brought to my attention, so you can imagine my surprise. \n When I received Mr. Tan's letter of 2 February, this situation was explained. If this had been explained in the first place I would have accepted it and would not have questioned Mr. Ashe's charges. Instead, by telling me initially that I had been overcharged for this work, he caused a great deal of upset, not only for me but also for Mr. Ashe. \n I believed this claim was handled badly by Mr. Tan from the beginning. Therefore, a great deal of embarrassment has been caused over this issue. \nI felt you should know how disappointed and upset I am. I trust you will look into this and ensure that such claims are handled more appropriately in the future. \n Yours sincerely,\n Mrs. Richard\n\n<question>:\nThe author could not receive full payment because _ .\n\n<options>:\nA her policy doesn't cover some of the items\nB the contractor overcharged her for the work\nC Mr. Watson doesn't take the matter seriously\nD she spent too much money fixing her garage\n\n<answer>:\n",
"assistant": "A"
}
] |
9,398
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[
{
"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\nDear Mr. Watson,\nCLAIM AL54323432--STORM DAMAGE TO ROOF\n I received a cheque for $623 dated 26 January in payment of my recent claim . However, I wish to tell you how upset I have been by the way your Claims Assessor, Mr. Michael Tan, handled this claim. \n When Mr. Tan first called me, he specifically told me that he believed I had been overcharged, and he would expect to pay that price for work on a double garage, rather than a single garage like mine. Mr. Tan suggested that I neither use nor recommend this contractor again. He continued to tell me it was unlikely for me to receive full payment. Never during this conversation did he mention that the reason for not receiving full payment was because of the nature of my insurance policy. \n Consequently, I wrote to Mr. Lance Ashe to complain about his pricing, stating that I was very upset thinking that he could have taken advantage by overcharging a 73-year-old woman. Mr. Ashe telephoned me immediately and explained his charges in detail. He later reported back to me that Mr. Tan explained that I would not receive full payment because of the type of policy I hold, which does not cover wear and tear. This was the first time this issue had been brought to my attention, so you can imagine my surprise. \n When I received Mr. Tan's letter of 2 February, this situation was explained. If this had been explained in the first place I would have accepted it and would not have questioned Mr. Ashe's charges. Instead, by telling me initially that I had been overcharged for this work, he caused a great deal of upset, not only for me but also for Mr. Ashe. \n I believed this claim was handled badly by Mr. Tan from the beginning. Therefore, a great deal of embarrassment has been caused over this issue. \nI felt you should know how disappointed and upset I am. I trust you will look into this and ensure that such claims are handled more appropriately in the future. \n Yours sincerely,\n Mrs. Richard\n\n<question>:\nWe can learn from the passage that Mr. Tan works in a/an _ .\n\n<options>:\nA welfare organization\nB nursing house\nC local affairs office\nD insurance company\n\n<answer>:\n",
"assistant": "D"
}
] |
9,399
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[
{
"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\n\"Racism is a grown-up disease,\" declares the saying on Ruby Bridge's website along with a photo of Mrs. Bridge today, a 6-year-old girl four decades ago. In the photo, she is walking up the steps of the William Frantz Public School in New Orleans, a little black girl accompanied by two officers who protect her on her way to school.\nHer name then was Ruby Nell. It was Nov. 14, 1960. She was the first black child to enroll at this all-white elementary school according to the court order to desegregate in New Orleans schools. Her story is moving -- she was a very courageous child -- and remains a significant proof against intolerance of all kinds. Ruby's photo brings out another powerful image on her website: Norman Rockwells symbolic painting for Look magazine on Jan. 14, 1964, \"The Problem We All Live With.\"\nRockwell was an illustrator of exceptional skill and charm. He produced a vast number of unforgettable images over a long career, many of them involving children. His American kids are innocent and appealing, but often, at the same time, decidedly naughty. His method was to photograph his models, and the resulting paintings were photographic. But it is revealing to see how the artist slightly changed facial expressions from photo to oil painting in order to make his paintings communicate with the viewer. Communication, even persuasion, lay at the back of his work; this was art for effect.\n\"The Problem We All Live With\" belongs to Rockwell's later work, when he began openly showing his strong belief in liberty. This is a highly persuasive image. Before he arrived at the final copy, one sketch shows the little girl closer to the two officers following her than to those in front. In the finished picture, the girl seems more determined, independent, and untouched. The unfriendly tomatoes thrown on the wall are behind her now, and she, is completely unaffected.\n\n<question>:\nRuby Nell was protected by officers on her way to school, because _ .\n\n<options>:\nA she was a little fighter against racism\nB she was very young, short and timid\nC she was the first black to study in an all-white school\nD she was chosen by the com t0be'wi'th white children\n\n<answer>:\n",
"assistant": "C"
}
] |
9,400
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[
{
"human": "Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.\n\n<passage>:\n\"Racism is a grown-up disease,\" declares the saying on Ruby Bridge's website along with a photo of Mrs. Bridge today, a 6-year-old girl four decades ago. In the photo, she is walking up the steps of the William Frantz Public School in New Orleans, a little black girl accompanied by two officers who protect her on her way to school.\nHer name then was Ruby Nell. It was Nov. 14, 1960. She was the first black child to enroll at this all-white elementary school according to the court order to desegregate in New Orleans schools. Her story is moving -- she was a very courageous child -- and remains a significant proof against intolerance of all kinds. Ruby's photo brings out another powerful image on her website: Norman Rockwells symbolic painting for Look magazine on Jan. 14, 1964, \"The Problem We All Live With.\"\nRockwell was an illustrator of exceptional skill and charm. He produced a vast number of unforgettable images over a long career, many of them involving children. His American kids are innocent and appealing, but often, at the same time, decidedly naughty. His method was to photograph his models, and the resulting paintings were photographic. But it is revealing to see how the artist slightly changed facial expressions from photo to oil painting in order to make his paintings communicate with the viewer. Communication, even persuasion, lay at the back of his work; this was art for effect.\n\"The Problem We All Live With\" belongs to Rockwell's later work, when he began openly showing his strong belief in liberty. This is a highly persuasive image. Before he arrived at the final copy, one sketch shows the little girl closer to the two officers following her than to those in front. In the finished picture, the girl seems more determined, independent, and untouched. The unfriendly tomatoes thrown on the wall are behind her now, and she, is completely unaffected.\n\n<question>:\nAccording to the passage, \"The Problem We All Live With\" is a(n) _ .\n\n<options>:\nA social program for American children\nB famous painting by Norman Rockwell\nC photo displayed on Ruby Bridges' website\nD exhibition at the Norman Rockwell Museum\n\n<answer>:\n",
"assistant": "B"
}
] |
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