Few of us haven't read Cinderella , the story of a young woman living in poverty who meets the prince of her dreams. Some might not want to admit it, but there is a hidden Cinderella in everyone's heart--we all wish we could achieve recognition or success after a period of obscurity . Mary Santiago has that secret dream, too. Her story is featured  in Another Cinderella Story, a film set in a US high school. Mary is shy but loves to dance. Compared with other girls, she is invisible. However, her world changes completely when a famous teenager pop singer, Joey Parker, appears. Joey is everything the rest of the boys in her class are not--kind, handsome and desirable. Mary and Joey's paths cross at a ball. They meet and fall in love with each other. But when Mary has to rush back home, she leaves behind her MP3 player, which becomes the only clue Joey has to find the girl of his dreams. Of course, there is a wicked  stepmother, who turns out to be Dominique Blatt and she takes in Mary after her dancer mother dies. Dominique treats Mary like a maid and does everything she can to make sure Mary doesn't get into the top dance school. Her two daughters are equally determined to stop Joey falling for Mary, even if that means embarrassing her. The story, though it mostly follows Cinderella, does add a few modern day twists to the classic fairy tale. Refreshingly, the film, unlike many high school films, does not focus on looks, although the actors are all beautiful. There is also a lot less materialism in Another Cinderella Story than in many similar movies. "The movie takes the Cinderella fairytale as its jumping off point," writes movie critic Amber Wilkinson, "The focus is firmly on following your dream." What can we infer from the passage? A) Joey is just like other boys in Mary's class. B) Mary's mother influences her a lot in singing. C) Not many people have a dream to be realized. D) The MP3 player helps Joey in finding Mary.
D

Advice to "sleep on it" could be well founded, scientists say. After a good night's sleep a problem that couldn't be solved the night before can often appear more manageable. Researchers at the University of Luebek in Germany have designed an experiment that shows a good night's sleep can improve insight and problem-solving ability. "If you have some newly-got memories in your brain, sleep acts on these memories and restructures them, so that after sleep the insight increases," said Dr Jan Born, a neuroscientist, at the University. To test the discovery, they taught volunteers two simple rules to help them turn a string of numbers into a new order. There was also a third, hidden rule, which could help them increase their speed in solving the problem. The researchers divided the volunteers into two groups: half were allowed to sleep after the training while the rest were forced to stay awake. Dr Jan Born and his team noticed that the group that had slept after the training were twice as likely to figure out the third rule as the other group. "Sleep helped," Born said in a telephone interview . The important thing is that you have to have a memory description of the problem you want to solve in your brain and then you sleep, so it can act on the problem." But Born admitted that he and his team don't know how restructuring of memories occurs or what controls it. Pierre Maquet and Perrine Ruby of the University of Liege in Belgium said the experimental evidence supports the suggestion that sleep can help develop creative thinking. Although the role of sleep in human creativity will still be a mystery, the research gives people good reasons to fully respect their periods of sleep, they added. Which of the following is TRUE about the experiments evidence? A) It helps scientists control memories. B) It explains the role of sleep in human. C) It shows people's sleeping well helps a lot. D) It shows how to develop creative thinking.
C

Men and women are still treated unequally in the workplace. Women continue to earn less, on average, for the same performance. Research has shown that both conscious  and subconscious biases   contribute to this problem. But we've discovered another source of inequality: Women often don't get what they want and deserve because they don't ask for it. In three separate studies, we found that men are more likely than women to negotiate for what they want. The first study found that the starting salaries of male MBAs who had recently graduated from Carnegie Mellon were 7.6%, or almost $4,000, higher on average than those of female MBAs from the same program. That's because most of the women had simply accepted the employer's salary offer; in fact, only 7% had attempted to negotiate. But 57% of their male counterparts--or eight times as many men as women--had asked for more. Another study tested this gender difference in the lab. Subjects were told that they would be observed playing a word game and that they would be paid between $3 and $10 for playing. After each subject completed the task, an experimenter thanked the participant and said, "Here's $3. Is $3 OK?" For the men, it was not OK, and they said so. Their requests for more money are nine times as many as the women's. The largest of the three studies surveyed several hundred people over the Internet, asking them about the most recent negotiations they'd attempted or started and when they expected to negotiate next. The study showed that men place themselves in negotiation situations much more often than women do. There are several reasons accounting for the phenomenon. First, women often are taught from an early age not to promote their own interests and to focus instead on the needs of others. The messages girls receive--from parents, teachers, other children, the media, and society in general--can be so powerful that when they grow up they may not realize that they've made this behavior part of them, or they may realize it but not understand how it... According to this passage, what causes the inequality in the workplace? A) social bias B) women's poorer working ability C) women's worse academic background D) women's less negotiating
D

Almost every child is scared of something, from monsters in the cupboard to dogs in the park. But the fact that such fears are common and normal doesn't mean they can be taken lightly. Kids experience fears and phobias  much more strongly than adults. And the influence of the fear can be physical as well as psychological  . It can build up so they almost seem scared of everything--a kind of childhood anxiety. Dr. Creswell says: "Your child may always seem to expect the worst to happen and lack confidence in his or her ability to deal with any challenge." So don't make the same old mistake of treating them as if they're silly for being a"scaredy cat". Handling the fears is essential. Children can be born nervous and, if you have such a baby, you'll tend to prevent them from getting worried. So if they fear dogs, you'll keep them away from dogs, but in fact that can just confirm to the child that dogs are scary. What is worse, keeping your child away from what they fear can turn that feeling into a phobia. Instead, you should encourage them to get in touch with the thing they fear, in a safe and supportive environment. Dr. Andy Field, a researcher of childhood fears, says: "You shouldn't force, for example, a dog anxious child to go up to a dog. But you can approach it yourself, show them there is nothing to be afraid of, stroke( ) it, and talk about the dog being friendly. Once your child dares to stroke a dog-one that's good with children, of course---then you should encourage them to carry on until they feel calmer, and reward them for'being brave'." Children's fears are usually taken lightly because  _  . A) they will not develop into phobias B) their influence is psychological C) they exist widely in the world D) they will disappear gradually

C