input with options: There was a boy named Chan who loved his parents, though they did not love him back; he was not even given a first name. He had been born in the wrong month, during the wrong phase of the moon, his parents told him, and had brought them nothing but bad luck. The promotion at the factory promised to his father was taken away at the last moment. The garden his mother worked in nearly every day never produced anything more than the most meager of weeds since Chan's birth. It was often sunny in the little Chinese village, but there was an almost constant gloom over their house, as if a rogue cloud were blocking the sun only over their property. And his parents, of course, blamed Chan for everything. He was small for his age, and usually quiet. He liked to listen to people instead of talking, filling himself with stories. He was a good boy and always did as he was told, and could see the good in his parents, even if others couldn't. Every so often, his mother would allow him a sweet, or his father would bring home an origami folding kit. They didn't like to show it to others, but his parents could be kind. Chan was patient and knew they would love him eventually. He was digging one day between the fence and the west side of the house for grubs to feed to his pet chameleon, Rainbow. It was a warm July day not long after his tenth birthday. He often went there because it was cool and damp from the shade of the trees, and the worms seemed to like it there. He never took more than he needed, then he thanked the grubs for sacrificing their lives so that Rainbow could remain living and being his pet. Chan was very kind-hearted when it came to grubs. According to the above context, answer the following question. How does Chan probably look after getting grubs?
OPTIONS:
- Like he brings bad luck
- not enough information
- Dirty
- Gloomy
output: Dirty

input with options: Hmmm that's a hard one. At first I was going to say giving them daily chores, but the "reward" part of that has actually not been realized yet (what with all the eye rolling and such). So I will have to go with family dinners at the table. Sometimes, "dinner" is fast food, sometimes it is a meal I slaved over for hours - that part doesn't seem to matter. Whether we are talking about our day, learning manners, having serious discussions, or laughing until we spit our drinks - it is where grow. There have been horrible nights at the table, where we shared bad news. There have been fabulous nights where we celebrated successes and talked about exciting things to come. There have been nights where the kids can see that Mom and Dad are "at odds" and nights where they see us push that aside and joke with each other for the sake of saving the evening. When they were little, we did "About Your Day" - one funny thing, one sad thing, one new thing you learned. Now, they are all teenagers, and the conversations just seem to flow, with never enough time to fit it all in before someone has to rush off to work, to study, or to get ready for bed because we are eating "after practice". My twins will be Seniors next year, and I know that our table will look a little different from now on. But when I look at that worn oak (outdated) table, that needs refinishing in the worst way - I am grateful for the evenings there, where my kiddos learned to be a family. Don't be misled, we are not the Cleavers. We have "Fun Friday" where Mom does not get to badger them about their table manners (ugh - they revel in this), Sometimes we eat in the living room while we watch a movie, sometimes we eat in shifts because of our schedules. However, the majority of meals have been together ~ I feel like this is a gift we gave them. According to the above context, answer the following question. When did the narrator mention Fun Friday?
OPTIONS:
- not enough information
- In the ending paragraph to conclude the story.
- Before mentioning the topic of her kids telling her about their day.
- In the beginning paragraph to introduce the story.
output: In the beginning paragraph to introduce the story.

input with options: Today, many academics feel stuck between a rock and a hard place. They're under huge pressure to write and publish but an ever-growing mountain of teaching and admin is stopping them doing just that. Our research finds that whilst nobody is immune to these pressures, some academics cope better than others and that's because over the years, they've developed personal "systems" to help them write. We recently carried out in-depth interviews with 23 scholars across the UK, Europe and the US. We deliberately chose a diverse group so as to not make any assumptions based on age, seniority, or research background. Academic experience ranged from six months to 27 years and subject fields ranged from social sciences, economics, business, and arts. We did this as part of our user research to inform the development of Prolifiko a digital coaching tool for writers. Whilst every academic had developed a writing productivity system personal to them, we found there were six common "habits" that the most prolific (and generally least stressed) academics tended to use. 1. They "time-block" their writing in advance Scheduling booking in time to write in advance was the single most common habit of our writers. It didn't appear to matter what type of time-blocking method a scholar chose to use or how lengthy a writing session was. Some blocked out long periods of time on sabbatical, whilst others preferred to block out short, regular times throughout the day or across a week. What seemed to matter far more was the act of planning, as this mentally prepared the individual for writing and so made the process easier and less stressful. "When I need to write I block out time. I'm lucky in that I can work from home I block out a couple of straight days to do the writing and I plan it in beforehand. I couldn't really write in any other way than blocking out that time." According to the above context, answer the following question. What was a common practice of successful academics?
OPTIONS:
- Napping
- not enough information
- Studying
- Planning
output:
Planning