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In this task, you're given an article and an answer. Your task is to generate the fill-in-the-blank question for this answer based on the given article. The blanks are always at the end of the question, and can be filled with more than one word or phrase.
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Article: We always read reports about costs of oil going up and we will think this is our most valuable material. However, water is the most valuable resource . People in the Middle East are more worried about this than oil. Maybe the next war will be about water. In the future, to control the quality and quantity , you will use different water for different usages. The water used to wash your car, water your flowers or wash your clothes doesn't need to be as clean as the water you drink. One in five people live in countries without enough fresh water and in 25 years, the number is believed to be one in every three people. Our world population is increasing. What do you suppose this will suggest for us in the future? Population control? Traditional management of the water industry has been out of date since the 1990s. When technologies develop so rapidly in the world, we have loads of information for technologies in the business world, but in the water industry we don't have any. Britain and France have already taken measures to successfully improve their water industries. All the water services in Britain have been provided by private companies since 1991. Since then, improvement has been made in the rules for their water quality and pricing. What can you do now for the future? Using water more efficiently in your house can make a great difference not only to the world but to your money. Even if you don't have to pay much now, you will when you start to pay big prices for different water usages.
Answer: the world population is growing up.
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Water shortage is getting more serious because _ .

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Article: Parents are often amazed at how fast their child grows and develops. New research has determined that the ability to quantify may develop much sooner than most parents realize. Kristy vanMarle, professor of the University of Missouri, has determined that contrary to what previous studies have shown, infants are able to quantify substances --like sand or water--as early as 10 months. As long as the difference between the two substances is large enough, infants will choose the larger amount, especially when it comes to food. With the assistance of her team researchers, vanMarle tested the quantifying skills of babies by presenting them with two cups: one containing a small amount of food, and one containing a larger amount. Consistently, the babies chose the larger amount. "Several studies throughout the last 15 years have shown that infants are very good at telling how many objects they see; however, infants don't seem to count things like water or sand," vanMarle said. "What we're saying is that they can quantify substances; The infants can see how much food goes into each cup and compare that in their memories. They decide which amount is larger, and they almost always select the larger one." This information further refutes the long-held idea that babies "know nothing of the world," vanMarle said. "Since psychologists have begun studying infants with sensitive measures, we've discovered a lot of early abilities. I think for parents, it should be exciting to know that there's somebody there that has some fundamental and basic knowledge of the world, and that knowledge is guiding their development," vanMarle said. In the future, vanMarle says this kind of study could be linked to a child's progress in math-related skills, although programs marketed to increase those abilities, such as "Baby Einstein," still have mixed reviews when it comes to academic study.
Answer: through their natural abilities
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Babies choose the larger amount of food _ .

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Article: On the first day of the new term, I met my new headmaster at the school gate. "Follow me, please!" he said. He had a quiet, kind voice. He took me into my new classroom and left. In front of me, thirty pairs of eyes looked at me. I knew he had told the students that I was blind. I could almost feel the question behind their eyes: Blind? I felt the answer too: If she's blind, this should be good! I heard quiet voices in a corner of the classroom. For a moment, I felt afraid. I knew at once that I had to be strong. "Class," I said as loudly as I could. "I may be blind. But I am not foolish. Take those naughty smiles off your faces, and stop talking, please!" Of course, I could not see their faces; I just guessed that some of them were smiling. The class were quiet. They were very surprised. I knew that I had done the right thing. As the days went by, the students had more surprises. I could smell when the children were eating sweets. I could easily hear combs going through hair, students passing messages, and so on. Once I found a girl passing a message to a friend. I took the message to the teachers' room. A teacher read it to me. On one side it said, "Do you think she can see?" on the other it said, "I think so. She always knows what we're doing." Soon the students stopped being naughty, and started to work hard. Before long, they brought in photos of their families for me to look at; I knew then they were my friends. I also knew they had forgotten that I could not see.
Answer: the teacher caught them smiling
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The students were surprised for the first time because _ .