*Question*
When I was going home to India last year, I called up my mother to ask if she wanted anything from China.  ks5. When India had not opened up its markets to the world, I carried suitcase loads of dark glasses and jeans. Thankfully, we can get all these anywhere in India now.  ks5uStill, her answer surprised me:"Green tea!"  kAs long as I can remember she didn't even drink Indian tea.  ks5u  I dutifully bought a big packet of Longjing and headed home to hear the story. My mother and her brother, both regular newspaper readers, believed that Chinese green tea was the wonder drug for all illnesses  ks5u  At the turn of the century, China was not really familiar to the average Indian. It was a strange country..   How things change! And how soon!s5uNow every town of any size seems to have a "China Market". And everyone is talking about China  ks5u  The government of India has planned to send a team to China to see how things are done. A minister once said that India must open the doors for more foreign investment and such a step would "work wonders as it did for China".   ks5u  But it's a two-way street, I just heard about a thousand Shenzhen office workers who have gone to Rangalore to train in software. Meanwhile, all the IT majors are setting up a strong presence in China,  ks5u  No wonder that trade, which was only in the millions just ten years ago, is expected to his about US $15 billion for last year and US $20 billion by 2008, a goal set by both governments.  No wonder, my colleague wrote some weeks ago about this being the Sino-Indian century as the two countries started on January I the Sino-Indian Friendship Year,  ks5u  But what is still a wonder to me is my mother drinking Chinese tea.   ks5u From the text, we can know that   _  . A) The writer is a Chinese. B) The writer's mother loves China. C) The cooperation between China and India is improving. D) China will learn from India from many aspects.
**Answer**
C

*Question*
They may make us scared, but somehow we just can't get enough of our favorite monsters.From literature to movies, TV shows to Halloween  costumes , we want more of these blood-drinking, walking-dead, scary creatures! Here's a look at a few of them. Mummy : All you'll need is a generous supply of toilet paper of make this instantly recognizable costume.The concept of mummies dates back thousands of years and across many cultures.Mummies are constantly seen in books, movies, and of course, on every Halloween night. Werewolf : The werewolf is known for its superhuman strength and shape-shifting powers.Examples of the werewolf date back to ancient Greek and Roman stories, which were about humans changing into animals and animals changing into humans.With television shows and movies, werewolves are once again having a strong influence on popular culture. Frankenstein: Mary Shelley created the monster in her 1818 novel.Victor Frankenstein, a scientist who is curious about life and death, uses different body parts to create his works.Shocked by his new scientific creation, however, Victor ran away, leaving the creature to leave the laboratory and go out into the human world.Whether in books, movies, or onstage, this monster is still a costume favorite for people of all ages. Zombie : Halloween activities would incomplete without zombies to really give people a fright.The zombie earned its title as one of Halloween's most terrifying creatures after popular films.Zombies still frighten audiences as undead monsters that return to feast on the living. Dracula : This classic vampire  has terrified audiences for decades, but first appeared as a character in Irish writer Bram Stoker's 1897 novel.In horror films, Dracula remains the most popular character.He is known for his pale skin, sharp teeth, red lips and son on. According to the article, monsters   _  . A) are scary but at the same time fascinating B) provide excitement for people who lead dull lives C) are mysterious and have supernatural powers D) can change into humans
**Answer**
A

*Question*
After I made it to the city center, I started to feel it might be easy for a foreigner to deal with the great size of Beijing. With growing confidence, I decided to take the subway to the hotel, not realizing that the network didn't go that far. Impressed with the cleanliness of the station, I bought a ticket and boarded the first train that came along. After a few minutes I asked in English of course a young man seated next to me where I should get off closest to the Friendship Hotel. Wearing a smart business suit and tie, he would surely speak English, wouldn't he? Unfortunately, he couldn't understand me but seemed very friendly. I showed him the room card with all the information of the Friendship Hotel in Chinese characters. He looked at it, and then his eyes moved quickly to the carriage   subway map. Next, he raised three fingers of his right hand. In Australia, raising fingers at someone is not usually nice, but this man wasn't smiling. At the next station he showed me two fingers. Now in   Australia, that's really rude, but I got the message. When we stopped at the third station, he didn't just point to the door, but got up, took me out of the train, and led me to the top of the stairs, and out onto the street. Then he stopped a taxi and told the driver where to take me. All this came from a man who couldn't speak my language, and I couldn't speak his. I was now speechless, especially when he refused my offer of money. I felt a little embarrassed having even thought he would accept a tip. This experience made it clear I had to learn some Chinese quickly or my adventures might start turning into bad luck. Which of the following can't be used to describe the young man? A) helpful B) rude C) warmhearted D) caring
**Answer**
B

*Question*
"My kids really understand solar and earth-heat energy," says a second-grade teacher in prefix = st1 /Saugus,California, "Some of them are building solar collectors for their energy course." These young scientists are part of City Building Educational Program (CBEP) , a particular program for kindergarten through twelfth grade that uses the stages of city planning to teach basic reading ,writing and math skills , and more . The children don't just plan any city . They map and analyze  the housing , energy , and transportation requirements of their own district and foretell its needs in 100 years . With the aid of an architect  who visits the classroom once a week , they invent new ways to meet these needs and build models of their creations . "Designing buildings of the future gives children a lot of freedom," says the teacher who developed this program. "They are able to use their own rich imagination and inventions without fear of blame , because there are no wrong answers in a future context . In fact , as the class enters the final model-building stage of the program , an elected "official" and "planning group" make all the design decisions for the model city , and the teacher steps back and becomes an adviser ." CBEP is a set of activities , games , and imitations that teach the basic steps necessary for problem-solving ; observing , analyzing, working out possible answers , and judging them based on the children's own standards . The children feel free in the program because_. A) they can design future buildings themselves B) they have new ideas and rich imagination C) they are given enough time to design models D) they need not worry about making mistakes
**Answer**

D