TASK DEFINITION: In this task, you're given an article, a question which often contains a blank and four options (associated with "A", "B", "C", "D"). Your task is to find the correct answer (from the given options) for the question from the given article and return one of the options from "A", "B", "C", and "D". Do not generate anything else apart from one of the following characters: "A", "B", "C", "D". There is only one correct answer for each question.
PROBLEM: Article: studying 20 minutes a day for 20 days. You'll start with the basics and move on to more complex reading comprehension and critical thinking strategies. Please note that although each chapter can be an effective skill builder on its own, it is important that you proceed through this book in order, from Lesson I through Lesson 20. Each lesson builds on skills and ideas discussed in the previous chapters. As you move through this book and your reading skills develop, the passages you read will increase both in length and in complexity. The book begins with a pretest, which will allow you to see how well you can answer various kinds of reading comprehension questions now, as you begin. When you finish the book, take the posttest to see how much you've improved. The text is divided into four sections, each focusing on a different group of related reading and thinking strategies. These strategies will be outlined at the beginning of each section and then reviewed in a special "putting it all together" final lesson. Each lesson provides several exercises that allow you to practice the skills you learn. To ensure you're on the right track, each lesson also provides answers and explanations 'for all of the practice questions. Additionally, you will find practical suggestions in each chapter for how to continue practicing these skills in your daily life. The most important thing you can do to improve your reading skills is to become an active reader. The following guidelines and suggestions outlined will familiarize you with active reading techniques. Use these techniques as much as possible as you work your way through the lessons in this book.
Question: According to the passage, the pretest aims to
Options: (A) tell you where your starting level is (B) arouse your interest in using the book (C) illustrate the structure of the text (D) introduce the test-taking techniques

SOLUTION: A

PROBLEM: Article: As a funny student, Brian loved watching comedies best and hoped to become a comedy actor one day. When he heard about the talent show to be held at this school, Brian decided to take part in it. He had never acted in public before, and he was very excited. But some students laughed at him. "You are not funny but silly," Ken, one of his classmates, said to his face. "No one will like what you do," another boy also said to him, loudly. Brian couldn't understand why they were so unkind to him. For a moment, he thought about giving up the show. But he remembered how much his friends liked his jokes, and also his teachers said he was very funny. So he decided to prepare for the show. Brian did a great job at the talent show. Everyone loved his performance , and he won the first prize! His teachers and friends were proud of him. Even so, Ken told Brian that he was not funny, and that he would never be successful. Brian didn't understand why Ken said so, but he realized that it had nothing to do with him. He confidently continued to work towards his dream. As the years went on, Brian met more people like Ken. "You'll do a terrible job," they said to him. Luckily, most people encouraged him and some helped him to become even funnier. He got a lot of chances to perform in movies. He was even invited to appear on television. His fans thanked him because his comedies made them feel good when they were unhappy. Now Brian is a big comedy star! He is doing what he loves best. He never feels worried like those unkind people, and he laughs all day long!
Question: What was Brian's wish as a student?
Options: (A) To be a comedy actor. (B) To go to a famous university. (C) To take part in a talent show. (D) To make more new friends.

SOLUTION: A

PROBLEM: Article: With just a few minutes left before school was to start, my six-year-old, Dustin, was crying. "I don't want to go," he said. Ever since he'd entered first grade, he had hated school. What's going on? If he hates school this much now, how bad will it be later on? Every kid sometimes complains about school. But five to ten percent of kids dislike it so much they don't want to attend. "If a child seems worried or anxious about school, pretends illness to stay home, or refuses to talk about things of the school day, you should be concerned," says a school psychologist, Michael Martin. Fortunately, you can usually solve the problem--sometimes very easily. In our case, my husband and I visited Dustin's class and noticed that the teacher, just out of college, called only on kids who sat right under her nose. Dustin, who often sat near the back, was ignored . We simply told him to move up front. He did, and he was happy again.
Question: How did the author feel when her son didn't want to go to school?
Options: (A) She felt worried. (B) She felt angry. (C) She felt nothing strange. (D) She felt sorry.

SOLUTION:
A