A catch sight of
B keep pace with
C get in touch with
D make allowance for
A large
B sizeable
C substantial
D favourable
A to rescue
B to have rescued
C rescuing
D to have been rescued
A used to take
B is used to take
C is used to taking
D used to be taken
A cool-minded
B clear-minded
C well-minded
D absent-minded
A OK, let me just check the diary.
B Ok. He can't be disturbed.
C OK, you will need to check my diary.
D Have a seat and I'll be with you in an hour.
A Yes, I don’t mind
B No, do as you please
C No, I mind
D Yes, do as you please
A Though for children written
B Though written for children
C Though it written for children
D It was written for children
A other
B others
C another
D the others
A Yes, you tell me about it!
B I can’t agree with you more!
C That’s OK!
D Yes, please.
B Thank you. I’ll keep it for you.
C You’re welcome. See you.
D Thanks. I’ll put it in a safe place.
A On account of
B Because
C In spite of
D For
A the/ the/ __
B an/__/ the
C an/ the/ the
D the/__/the
A disaster
B feat
C awkwardness
D handicap
A playing down
B turning around
C keeping down
D pushing back
A my duty
B it my duty
C this my duty
D that my duty
A worthless
B priceless
C valueless
D worthy
A should have copied
B must have been copied
C can have copie
D would have copied
A the same as sound waves
B than sound waves are
C than sound waves seem
D than do sound waves
A politeness
B rudeness
C measurement
D encouragement
A enriched
B Contaminated
C purified
D strengthened
A restricted
B as well as
C unless
D instead of
A comes first
B comes before
C be in front
D comes after
A what you have experienced
B your bio data and special qualities
C your own qualities in real life
D what you have earned through study
A A tool to assist in making complex decisions.
B A comparison of actual decisions and ideal decisions
C Research on how people make decisions
D Differences between long-range and short-range decision making
A introductory
B changeable
C beneficial
D fundamental
A Listing the consequences of each solution
B Calculating a numerical summary of each solution
C Deciding which consequences are most important
D Writing down all possible solutions
A has the fewest variables to consider
B uses the most decision worksheets
C has the most points assigned to it
D is agreed to by the greatest number of people
A describing a process
B classifying types of worksheets
C providing historical background
D explaining a theory
A most decisions involve seven steps
B human mental capacity has limitations
C some people have difficulty making minor as well as major decisions
D people can learn to keep more than seven ideas in their minds with practice
A creative
B satisfactory
C personal
D concise
A Proponents (paragraph 1)
B Optimal (paragraph 1)
C variables (paragraph 3)
D Long-range goals (paragraph 4)
A worksheet
B problem
C distinction
D decision
A ask
B explain
C change
D predict
A observing their looks
B watching their actions
C observing their emotional expressions
D looking at their faces
A different cultures have similar emotional expressions.
B eyebrow raising means the same in Minneapolis and Madagascar.
C raising the eyebrows has similar meaning to rounding the mouth.
D rounding the mouth has the same meaning in Minneapolis and Madagascar.
A reduced
B increased
C simplified
D developed
A lacked many main ingredients
B researchers on universal language
C researchers who can speak and understand many languages
D investigators on universal emotional expressions
A are universal expressions across cultures
B do not convey the same emotions in various cultures
C are not popular everywhere
D have different meanings in different cultures
A how long negative emotions are displayed
B how intensive emotions are expressed
C how emotional responses are controlled
D how often positive emotions are shown
A control their emotions
B isplay their emotions openly
C conceal their positive emotions
D change their behaviour hange their behaviour
A spend a long time learning to read others’ emotions
B are sensitive towards others’ emotions
C make amazing progress in controlling their emotions
D take time to control their facial expressions
A the fact that children are good at recognizing others’ emotions
B human facial expressions
C a biological underpinning for humans to express emotions
D the fact that children can control their feelings
A cultural universals in emotional expressions
B ways to control emotional expressions
C review of research on emotional expressions
D Human habit of displaying emotions
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