Q: Write a multi-choice question for the following article, with the given choices and answer: Article: Some teachers are unforgettable. They lead by example and never lose their smile. They change lives. Eileen Madden is one of them. . "It's a joy to get up early every morning to be the first one here," say the 55-year-old Holy Ghost School third grade teacher. Madden arrives shortly after 6 am to prepare her classroom and work on the school breakfast program. "My family all went to St. Teresa's School," she says. "I always said, 'One day, I'm going to come back and get one of those big desks.'" With a watchful eye always on the lookout for "one of those big desks", Madden returned to St. Teresa after graduating from college and taught second grade at the Olneyville neighborhood elementary school until it was burnt in a fire in 1990 and had to be closed. Madden then went to Holy Ghost School where she started as a second-grade teacher and then moved up one grade level. "I take care of setting up and serving breakfast," she says. "In winter it is still dark when I arrive here." Madden praises Holy Ghost School Principal Carol Soltys and the school's workers for their continued support. "It's a family," she said. Her class is small this year with 15 students, including some from the Dominican Republic, Puerto Rico, Costa Rica, Haiti, Guatemala, Nigeria and Ghana. Madden admits that she's encouraged by her former students, now grown-ups, who want their own children to enjoy a similar experience in a safe, good environment. "They tell others, 'I send my child to Eileen Madden's School, '" she adds. Options: A Lazy but kind B Careful but helpless C Hard to get along with D Kind and helpful. Answer: D Kind and helpful. Question:
A: What does Eileen Madden most probably think of the workers of Holy Ghost School?

Question: Write a multi-choice question for the following article, with the given choices and answer: Article: Every year, British newspapers report on the stranger questions asked in Oxbridge (Oxford & Cambridge) interviews. Often, though, these questions are not as strange as they first seem. And they are all designed to give applicants a chance to think. Arriving for her first Oxford interview, my sister Jen saw that there was only one chair in the waiting room. On the chair was a large fork. Jen had heard about the strange things in Oxbridge interviews, and believed that this was a test. "What if they're watching me?" she thought. "If I move the fork, it will show initiative ; if I don't move it, it will show that I can easily fit into new situations." In the end, she sat uncomfortably on the edge of the chair! Applicants must be prepared for the unexpected. Now it was Jen's turn. She was handed a monkey skull and asked to talk about it. At first, this seemed unfair --- what could she say? But she soon calmed down, started thinking, and found that there was plenty to talk about. Oxbridge interviews are designed to find out how you think, not just what you think. And there are no wrong answers. Jen learnt that, and she passed the interview. What advice does she give? " Don't be nervous, and be prepared for the unexpected!" Options: A example B guess C experiment D survey Answer: A example Question:
Answer: The writer uses a(n) _ to introduce how Oxbridge applicants are interviewed.

[Q]: Write a multi-choice question for the following article, with the given choices and answer: Article: You make decisions, year after year, never lasting for more than a few days ending up lost and in the same place you started. Allow me to suggest some tips that may help you stick to your decisions creating long- lasting positive change in your life. Telling other people about your plan can help in many ways. First, it is always easier to stick to a decision when you have other people supporting you. Your friends are less likely to tempt you with whatever it is you are trying to control if they know that you made a decision about it. Telling other people about your decision is also helpful in that it keeps us to the pressure on you to try and stick to you plan of action. Choose a measurable and specific decision. Instead of deciding to "look better" or "have a better relationship with so and so", choose a more definable decision. Deciding to "eat a vegetable every day" or "go out for coffee once a week with John" is much easier to track and assess than a general decision to "be a better person". Build a reward system. Connected to the last tip of choosing a measurable and specific decision is that when you do accomplish this specific behavior you decided to do, give yourself small rewards along the process. For example, for every week of healthy eating treat yourself with something special. Creative visual aids. A colleague of mine decided one year for his New Year's decision to be more frugal. He decided to try and save money by lowering his monthly bills. So he posted a copy of his highest electric bill by his heater so that every time he wanted to raise the temperature he would see the high electric bill reminding him to be more cautious about his energy consumption. Options: A they don't take them seriously at the beginning B they make them but can't stick to them to the end C they meet much difficulty in the process D they lack support from their families Answer: B they make them but can't stick to them to the end Question:
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[A]: Many people's decisions can't become reality because _ .

Question: Write a multi-choice question for the following article, with the given choices and answer: Article: My grandfather was a teacher. He was the headmaster of a school for boys between the ages of thirteen and eighteen. I know that he was a kind and gentle man at heart, because when I was young (and he was old), he gave me presents and seated me on his knees, and told me stories. But I believe the boys at his school were afraid of him. At school, when he walked into a classroom full of noisy boys, those boys went red in the faces, and looked down at their shoes. If a boy brought him poor, careless work, which was not the best that boys could do, my grandfather picked up the boy's work and threw it across the classroom, shouting, "Do it all again, and bring it back early in the morning!" If the boy was late, or if he forgot to bring the work, he had to do it again. My grandfather never forgot. He was a very different man at school, from the man I saw day by day in his own home. Options: A worse work than he could do himself B work that was not as good as the boys could do C work that the boys could not do D the most careful work that the boys could do Answer: B work that was not as good as the boys could do Question:
Answer:
My grandfather didn't like to receive _ .