Q: Read the article and select the best answer. Article: Young children whose mothers talk with them more frequently and in more detail about people's thoughts and feelings tend to be better at taking another person's perspective than other children of the same age. That's what researchers from the University of Western Australia found in a new study published in the journal Child Development. "Parents who frequently put themselves in someone else's shoes in conversations with their children make it more likely their children will be able to do the same," said lead author Brad Farrant. Researchers of the UWA's Telethon Institute for Child Health Research looked at the influence of how parents interact with their children to learn more about how people develop the ability to take another's perspective. The two-year study involved more than 120 Australian children aged between four and six, including children with typically developing language and others delayed in language acquisition . The children completed tasks which were designed to assess their language skills, ability to infer others' beliefs and use these to predict others' behavior, and their ability to shift flexibly between different perspectives. Among children with typically developing language, the researchers found that mothers who talked more often and in greater detail about people's thoughts and feelings -- commenting on how another person might react to a particular situation as well as their own feelings about the topic -- had children with better language skills and better perspective-taking skills. Children with delayed language acquisition were also delayed in their development of perspective-taking skills. This displays the role played by language as children develop the ability to take another's perspective. "Solving the many challenges that the world faces today requires us all to get better at taking the perspective of other people," said Brad Farrant. Question: Which have an effect on the development of children's perspective-taking skills? Options: A: The surrounding environments. B: Mother's perspectives. C: Personal characters. D: Language skills.
A: D


Q: Read the article and select the best answer. Article: Sydney Australia--Mobile phone has become a problem for middle schools. Some middle schools in Australia have banned students from carrying mobile phones during school hours. Mobile phone use among children has become a problem for the school this year. Several children have got mobile phones as Christmas gifts, and more students want them. Mary Bluett, an official, said mobile phone use is a distraction to students during school hours and it also gives teachers so much trouble in their classrooms. Teachers were also saying that sometimes students might use phone messages to cheat during exams. She said some schools had tried to ban mobile phones. Some parents felt unhappy because they couldn't get in touch with their children. Many teachers said students should not have mobile phones at school, but if there was a good reason, they could leave their phones at school offices. They also said there were many reasons why the students should not have mobile phones at school: _ were easy to lose and were a distraction from studies. Many people say that they understand why parents would want their children to have phones, but they think schools should let the students know when they can use their mobile phones. Question: Some middle schools in Australia have banned students from carrying mobile phones  _  . Options: A: because they are students B: when they are free C: when they are at school D: because they are young
A: C


Q: Read the article and select the best answer. Article: Mass transportation revised the social and economic fabric  of the American city in three fundamental ways.It catalyzed  physical expansion, it sorted out people and land uses, and it accelerated the inherent instability of urban life.By opening vast areas of unoccupied land for residential expansion, the omnibuses, horse railways, commuter trains, and electric trolleys pulled settled regions outward two to four times more distant form city centers than they were in the premodern era.In 1850, for example, the borders of Boston lay scarcely two miles from the old business district; by the turn of the century the radius extended ten miles.Now those who could afford it could live far removed from the old city center and still commute there for work, shopping, and entertainment.The new accessibility of land around the periphery  of almost every major city sparked an explosion of real estate development and fueled what we now know as urban sprawl.Between 1890 and 1920, for example, some 250,000 new residential lots were recorded within the borders of Chicago, most of them located in outlying areas.Over the same period, another 550,000 were plotted outside the city limits but within the metropolitan area.Anxious to take advantage of the possibilities of commuting, real estate developers added 800,000 potential building sites to the Chicago region in just thirty years - lots that could have housed five to six million people. Of course, many were never occupied; there was always a huge surplus of subdivided, but vacant, land around Chicago and other cities.These excesses underscore a feature of residential expansion related to the growth of mass transportation: urban sprawl  was essentially unplanned.It was carried out by thousands of small investors who paid little heed to coordinated land use or to future land users.Those who purchased and prepared land for residential purposes, particularly land near or outside city borders where transit lines and middle-class inhabitants were anticipated, did so to create demand... Question: With which of the following subjects is the passage mainly concerned? Options: A: Types of mass transportation. B: Instability of urban life. C: How supply and demand determine land use. D: The effect of mass transportation on urban expansion.
A: D


Q: Read the article and select the best answer. Article: All the housewives who went to the new supermarket had one great ambition: to be the lucky customer who did not have to pay for her shopping.For this was what the notice just inside the entrance promised.It said: "Remember, once a week, one of our customers gets free goods.This May Be Your Lucky Day!" For several weeks Mrs. Edwards hoped, like many of her friends, to be the lucky customer.Unlike her friends, she never gave up hoping.The cupboards in kitchen were full of things which she did not need.Her husband tried to advise her against buying things but failed.She dreamed of the day when the manager of the supermarket would approach her and say: "Madam, this is Your Lucky Day.Everything in your basket is free." One Friday morning, after she had finished her shopping and had taken it to her car, she found that she had forgotten to buy any tea.She dashed back to the supermarket, got the tea and went towards the cash-desk.As she did so, she saw the manager of the supermarket approach her."Madam," he said, holding out his hand, "I want to congratulate you! You are our lucky customer and everything you have in your basket is free!" Question: Mrs. Edwards must have been   _  . Options: A: pleased B: delighted C: proud D: disappointed
