Q: I'm taking a test and have to guess the right answer to the question after the article. Article: The first newspaper was written by hand and put up on walls in public places. The earliest daily newspaper was started in Rome in 59 BC. In the 700s the world's first printed newspaper was published. Europe didn't have a regularly printed newspaper until 1609, when one was started in Germany. The first regularly published newspaper in English was printed in Amsterdam in 1620. In 1621, an English newspaper was started in London and was published once a week. The first daily English newspaper was the Daily Courant, which came out in March 1702. In 1690, Benjamin Harris printed the first American newspaper in Boston .But not long after it was first published, the government stopped the paper. In 1704, John Campbell started the Boston Newspaper, the first newspaper published daily in the American colonies . By 1760, the colonies had more than thirty daily newspapers.There are now about 1, 800 daily papers in the United States. Today, as a group, newspapers in English have the largest circulation in the world .But the largest circulation for a newspaper is that of the Japanese newspaper Asahi Shimbun . It sells more than eleven million copies every year. Question: The first daily newspaper in English started in _ . Options: A: 1620 B: 1621 C: 1590 D: 1702
A: D

Q: I'm taking a test and have to guess the right answer to the question after the article. Article: One is never too old to learn. Life learning (sometimes called un-schooling or self-directed learning) is one of those concepts that are almost easier to explain by saying what it isn't than what it is. And that's probably because our own schooled backgrounds have convinced us that learning happens only in a fine building on certain days, between certain hours, and managed by a specially trained professional. Within that schooling framestudy, no matter how hard teachers try and no matter how good their textbooks, many bright students get bored, many slower students struggle and give up or lose their self-respect, and most of them reach the end of the process unprepared to enter into society. They have memorized a certain body of knowledge long enough to rush back the information on tests, but they haven't really learnt much, at least of the official curriculum. Life learners, on the other hand, know that learning is not difficult, that people learn things quite easily if they're not compelled and forced, if they see a need to learn something, and if they are trusted and respected enough to learn it on their own timetable, at their own speed, in their own way--no matter what age and no matter whether we're at school or at home. Life learning is independent of time, location or the presence of teacher. It does not require mom or dad to teach, or kids to work in workbooks at the table from 9 to noon. Life learning is learner-driven. It involves living and learning--in and from the real world. It is about exploring, questioning, experimenting, making messes, taking risks without fear of making mistakes, being laughed at and trying again. Furthermore, life learning is about trusting kids to learn what they need to know and about helping them to learn and grow in their own ways. It is about providing positive experiences that enable children to understand the world and their culture and to interact with it. Question: According to the author, life learning _ . Options: A: could prevent one from running risks B: teaches a kid how to avoid being laughed at C: makes a kid independent of his parents D: could be a road full of trials and errors
A: D

Q: I'm taking a test and have to guess the right answer to the question after the article. Article: The blue eyes that looked at him from outside the door were like the light through a maginifying glass when it is at its brightest and smallest, when paper and leaves begin to smoke. "Hey . " said the man in the door. " Remember me? " " Yes. " the boy said. whispering. "Rick. " He felt so surprised to see Rick. All of Rick seemed to be shown in the eyes. With a strong feeling that ought to have hurt him. " You knew me." Rick said. " You hadn't forgotten. " " You're--just the same. " the boy said. and felt much thankful. He seemed even to be wearing the same clothes, the same blue shirt and grey trousers. He was thin, but he was built to be lean; and he was still, or again. sunburnt. After everything, the slow white smile still showed the slight feeling of happiness. " Let's look at you." Rick said, dropping into a chair. Then slowly he felt more at home, and he became once more just Rick as if nothing had happened. There were lines about his eyes. and deeper lines on his cheeks. but he looked like-just Rick, lined by sunfight and smiling. " When I look at you." he said, " You make me think about me, for we look like each other. " " Yes, " said the boy, eagerly, " they all think we both look like my grandfather. " Question: Rick and the boy _ . Options: A: had similar personalities B: cared about each other C: had lived in the same house D: felt their friendship had changed
A: B

Q: I'm taking a test and have to guess the right answer to the question after the article. Article: It is not only praise or punishment that determines a child's level of confidence. There are some other important ways we shape our kids--particularly by giving instructions and commands in a negative or positive choice of words. For example, we can say to a child "Don't run into traffic!" or "Stay on the footpath close to me." In using the latter, you will be helping your kids to think and act positively, and to feel competent in a wide range of situations, because they know what to do, and aren't scaring themselves about what not to do. Why does such a small thing make a difference? It is all in the way the human mind works. What we think, we automatically rehearse. For example, if someone offered you a million dollars not to think of a blue monkey for two minutes, you wouldn't be able to do it. When a child is told "Don't fall off the tree," he will think of two things: "don't" and "fall off the tree". That is, he will automatically create the picture of falling off the tree in his mind. A child who is vividly imagining falling off the tree is much more likely to fall off. So it is far better to use "Hold on to the tree carefully." Clear, positive instructions help kids to understand the right way to do things. Kids do not always know how to be safe, or how to react to the warning of the danger in negative words. So parents should make their commands positive. "Sam, hold on firm to the side of the boat" is much more useful than "Don't you dare to fall out of the boat?" or worse still "How do you think I'll feel if you drown?" The changes are small but difference is obvious. Children learn how to guide and organize themselves from the way we guide them with our words, so it pays to be positive. Question: Positive choice of words helps kids to _ . Options: A: do things carefully B: build up their confidence C: improve their imagination D: learn in different situation
A: B