I'm taking a test and have to guess the right answer to the question after the article. Article: Are you carrying too much on your back at school? I'm sure lots of children of your age will say "Yes". Not only the students in China have this problem, but children in the United States also have heavy school bags. Doctors are starting to worry about young students' back and neck because their school bags are too heavy for them. "It's hard for me to go upstairs with my heavy bag," said Rick Hammond, an ll-year-old student in the USA. Rick is among students who have school bags with two straps ,and many other students choose rolling bags. But even with rolling bags ,getting upstairs is still a problem for children .Doctors say students should carry no more than 10% to 15% of their own body weight . Scott Bautch, a back doctor, said children under Grade 4 should carry no more than 10% of their weight and older children shouldn't stay with over 15% , because their bodies are still growing. Teachers and parents should do some things to help children. And the best answer is to have less homework! Question: If a child carries a heavy school bag, _ . Options: A: his back and neck may be hurt. B: his head and arms may be hurt . C: his hands may be hurt . D: his feet may be hurt .
A
I'm taking a test and have to guess the right answer to the question after the article. Article: We often consider plants as the furniture of the natural world. They don't move; they don't make sounds;they don't seem to act on anything. But as is often the case, plants talk to each other all the time. And the language is a chemical . Over the years, scientists have reported that different types of plants, from trees to tomatoes, give out chemicals into the air to help neighbouring plants. These chemical warnings can spread information about one plant's disease or infestation ,so other plants can protect themselves. But how plants receive and act on the information exactly is still mysterious . In this week's Science Magazine, researchers in Japan offered some explanations. They have found out one chemical message and traced it all the way from beginning to end. The scientists looked at tomato plants infested by a common pest . To start out,they grew plants in two separate plastic spaces connected by a tube . One plant was infested and placed upwind and the other was uninfested and placed downwind. The downwind plants were later exposed to the pest. The results showed that plants near sick neighbours before were able to protect themselves better against the pest. They found one chemical appeared more often in the exposed plants. The chemical is called HexVic. The scientists discovered where HexVic came from, and put it over healthy plants. Those plants were then able to produce HexVic. Researchers made sure that uninfested plants could fight off bugs and diseases. How do they know when to protect themselves? They are warned first by their friendly plant neighbours. It is not a simple story , and it may be happening in many other plants besides tomatoes. It may also be happening with more chemical signals that are still unknown to us. In a word, we know that plants not only communicate, but also look out for one another. Question: Which of the following can be the best title of this passage? Options: A: Communicating Plants and Terrible Diseases B: Talking Plants and Friendly Warnings C: Protecting Plants and Clear Information D: Growing Plants and Mysterious Chemicals
B
Q: I'm taking a test and have to guess the right answer to the question after the article. Article: For many years, we couldn't talk with the deaf. These deaf people couldn't use a spoken language. But beginning in the 1700s, the deaf were taught a special language. Using this language, they could share thoughts and ideas with others. The language they used was a language without sound. It was a sign language. How did this sign language work? The deaf learnt to make certain movements with their hands, faces and bodies. These movements stood for things and ideas. People might move their forefingers across their lips. This meant "you are not telling the truth". They might tap their chin with three fingers. This meant "my uncle". The deaf learned to see a finger alphabet. They used their fingers to make the letters of the alphabet. In this way, they spelled out words. Some deaf people could spell out words at a speed of 130 words per minute. The deaf don't use the sign language and finger spelling as much as they once were. Today, the deaf learn to understand others by watching their lips. They also learn how to speak. Question: Which of the sentences is wrong? Options: A: The sign language and finger spelling are not used as much as they once were. B: Today, the deaf are taught to understand others by watching their lips. C: The deaf might tap their chin with three fingers. This mean "you are not telling the truth". D: The deaf are also taught to see a finger alphabet.
A: C
Question: I'm taking a test and have to guess the right answer to the question after the article. Article: My brother and I often fight with each other over small things. One day our father said to us, "Tomorrow we will take part in the Ray Home Sports Day. Both of you must go with me. Perhaps you can learn something from those children." My brother laughed, "Dad, Ray is a home for physically disabled children. What can we learn from them?" "You will see," our father said. Our father works as a volunteer at Ray. The children there have problems with their hands, speech, walking or hearing. Every day, he spends hours helping them to move or exercise their legs or arms. The following day, he took us to Ray Home. When we got there, we found a nice place to sit down. Finally, the sports began. There was a 50-meter race to see who could run fastest. All the runners were physically disabled. As the race started, all the children moved as fast as they could. Just then, one of the girls fell over and hurt her leg. She began to cry at the top of her voice. All the children stopped to help the poor girl. Then they all held hands and finished the race together. My brother and I were surprised to see this: the children weren't interested in winning the race-they were more interested in helping each other to finish the race. Question: What can we learn from the passage? Options: A: The children there can help each other. B: All the runners there can not run fast. C: All the children don't want to be winners. D: The disabled children there were not smart enough.
Answer: A
(Q).
I'm taking a test and have to guess the right answer to the question after the article. Article: I'm Marie. I work in a nursing home and my job is to look after the old people. Alice is one of them. She's a very nice old woman. This year, Alice had a difficult time. She went to hospital twice. In November, I finally could get her back to her "home". Alice hoped that her daughter could come to visit her on Christmas Eve because she wanted to be with her family, like the old days. But her daughter was coming after Christmas, so she was very sad. I also felt sad because she would be alone on the holiday! On Christmas Eve, I took her to a candlelight service at church that night. I didn't take her to my church. I took her to the church in her old neighborhood. We got there early and I let her sit near the door, so people could see her when they came in. Soon some of her friends came to the church and they all talked to her and sat with her. Alice got a lot of love from her old and new friends there. She said she loved the gift like this. That night, I thought I got the best gift: the smile on Alice's face. . Question: What can we learn about Alice? Options: A: She lived with her daughter. B: She was in very good health. C: She liked staying in the nursing home. D: She was unhappy before the Christmas Eve.
(A).
D