Q: Read the following article and answer the question. Article: On the first day of class, Mr. Whiteson gave us a lecture about a creature  called cattytiger, a kind of cat-like animal that completely disappeared during the Ice Age. He passed round a skull   as he talked, and we all felt interested and took notes while listening. Later, we had a test about that. When he returned my paper, I was very, very surprised. There was a very large cross through each of my answers. And so it was with everyone else's in our class. What had happened? Everyone was wondering and couldn't wait to get the answer. Very simple, Mr. Whiteson explained. He had made up all that story about the cattytiger. There had never been such an animal. So why none of us noticed that and how could we expect good marks for the incorrect answers? Needless to say, we got very angry. What kind of teacher was this? We should have guessed it out, Mr. Whiteson said. After all, at the very moment he was passing around the cattytiger skull (in fact, a cat's), hadn't he been telling us that it completely disappeared during the Ice Age? Clearly he was telling a lie. But we just kept busy making notes and none used his head. We should learn something from this. Teachers and textbooks are not always correct. Question: We failed in the test because we didn't   _  . Answer:

A: think carefully


Q: Read the following article and answer the question. Article: We often use the words growth and development as if they meant essentially the same thing. But this may not always be the case. One can easily imagine instances in which a country has achieved higher levels of income (growth) with little or no benefit coming to most of its citizens (development). In the past, most development policies were aimed increasing the growth rate of income per capita. Many still are, based on the theory that benefits of economic growth will come to all members of society. If this theory is correct, growth should promote development. By the early 1970s, however, the relationship between growth and development was being questioned. A major study by the World Bank in 1974 concluded that it is now clear that more than a decade of rapid growth in underdeveloped countries has been of little benefit to a third of their population. The World Bank study indicated that increases in GNP per capita did not promise important improvements in such development indicators as nutrition, health, and education. Although GNP per capita did indeed rise, its benefits come down to only a small part of the population. This realization gave rise to a call for new development policies. These new policies favored agriculture over industry, called for domestic redistribution of income and wealth, and encouraged programs to satisfy such basic needs as food and shelter. In the late 1970s and early 1980s, the international macroeconomic crises of high oil prices, worldwide recession, and third world debt forced attention away from programs designed to get rid of poverty. However, the lesson remains: economic growth does not promise economic development. Efforts may be required to change growing output capacity into economic benefits that reach most of a nation's people. Question: According to the study by the World Bank in 1974,economic growth in some background countries brought Answer:

A: almost no benefit to a third of their population.


Q: Read the following article and answer the question. Article: 1826, a Frenchman named Niepce needed pictures for his business .But he was not a good artist.So he invented a very simple camera  .He put it in a window of his house and took a picture of his garden .That was the first photo. The next important date in the history of photography was 1837. That year, Daguerre, another Frenchman, took a picture of his studio. He used a new kind of camera and a different processs. In his pictures, you could see everything very clearly, even the smallest details. This kind of photograph was called a daguerreotype. Soon, other people began to use Daguerre's process. Travellers brought back daguerreotypes from all around the world. People photographed famous buildings, cities and mountains. In about 1840, the process was improved. Now photographers could take pictures of people and moving things. The process was not simple. The photographers had to carry lots of film and processing equipment. But this did not stop the photographers, especially in the United States, where from the 1840s daguerreotype artists were popular in most cities. Mathew Brady was a well-known American photographer. He took many pictures of famous people. The pictures were unusual because they were very life-like and full of personality. Brady was also the first person to take pictures of war. His 1862 Civil War pictures showed dead soldiers and ruined cities. They made the war seem more real and more terrible In the 1880s, new inventions began to change photography. Photographers could buy film readymade in rolls. So they did not have to make the film immediately. They could bring it back to their studios and develop it later, meaning that they did not have to carry lots of equipment. And finally, the invention of the small handheld camera made photography less expensive. With the small camera, anyone could be a photographer. People began to use cameras just for fun. They took pictures of their families, friends and favourite places. They called these pictures "snapshots". Photographs became very popular in... Question: The first pictures of a war were taken by   _  . Answer:

A: an American photographer in the 1860s


Q: Read the following article and answer the question. Article: Scottish pupils recently were part of a new scheme that allowed them to take their exams online. Those examinations provided a glimpse of the future in May when 120 _ in 10 centers in Scotland sat in front of computers to take a multiple-choice online exam. Although candidates were using a computer mouse instead of a pen, in all other ways the exam was the same as normal. Exam rooms were set out to ensure that only the candidates and the teachers were able to see the individual screens. The online answers were sent directly to a safe area. According to the students at St Ninian's in East Renfrewshire who took an online French exam, it was definitely the most motivated they had ever felt when taking an exam. "I could go as fast as I wanted to, rather than as slow as everyone else wanted to," said one. "It was better than looking back and forth between the questions," said another. One pupil even described it as fun. Their head teacher, Dorothy Graham, was not so surprised, "They are so used to doing things on computers that it seems natural for them. The boys liked it because they didn't have to worry about how neat their work was." The only things that worried her were power cuts and systems' crashing. It's thought that online exams could be the norm   in about five years. However, last year there were warnings about computerizing exams in England and Wales. It's thought that it could be unfair to some students if they come from homes without access to a computer. Question: Why do people think it is unfair to some students without computers at home? Answer:

A: