I'm taking a test and have to guess the right answer to the question after the article. Article: Alice Walker makes her living by writing. And her poems, short stories, and novels have won many prizes for her. She was born in Eatonton, Georgia. She went to public schools there, and then to Spelman College in Atlanta before coming to New York to attend Sarah Lawrence College, from which she graduated in 1966. For a time she lived in Jackson, Mississippi, with her lawyer husband and small daughter. About Langston Hughes, American Poet, her first book for children, she says, "After my first meeting with Langston Hughes, I promised I would write a book for children someday. Why? Because I, at twenty-two, knew next to nothing of his work, and he didn't scold me; he just gave me a pile of his books. And he was kind to me; I will always be thankful that in his warmth he fulfilled my deepest dream (and need) of what a poet should be." "To me he is not dead at all. Hardly a day goes by that I don't think of him or speak of him. Once, just before he died, when he was sick with the flu, I took him a basket full or oranges. The joy I felt in giving that simple gift is undiminished by time. He said he liked oranges, too. " Question: In the passage, Alice Walker is _ . Options: A: a researcher at Sarah Lawrence College B: a professor at Sarah Lawrence College C: a prize-winning writer D: a writer of plays for children
C

I'm taking a test and have to guess the right answer to the question after the article. Article: Years ago a John Hopkin's professor gave a group of graduate students this _ : Go to the slums . Take 200 boys, between the ages of 12 and 16, and investigate their backgrounds and environment. Then predict their chances for the future. The students, after consulting social statistics, talking to the boys and working out data, concluded that 90 percent of the boys would spend some time in prison. Twenty-five years later another group of graduate students was given the job of testing the prediction. They went back to the same area. Some of the boys--by then men--were still there. A few of them had died and some had moved away, but they got in touch with 180 of the original 200. They found that only four of the group had ever been sent to prison. Why was it that these men, who had lived in a breeding place of crime, had such a surprisingly good record? The researchers were continually told: "Well, there was a teacher." They pressed further, and found that in 75 percent of the cases it was the same woman. The researchers went to this teacher, now living in a home for retired teachers. How had she made this remarkable influence over that group of children? Could she give them any reason why these boys should have remembered her? "No," she said, "I really couldn't." And then, thinking back over the years, she said thoughtfully, more to herself than to her questioners: "I loved those boys." This is just the reason. Question: The first group of graduates sent to the slums drew a conclusion of the 200 boys that _ . Options: A: most boys were sure to commit a crime in the future. B: all of the boys were certain to be in prison in the future. C: most boys were to work in prison in the future. D: few of the boys were to be sent to prison
A

I'm taking a test and have to guess the right answer to the question after the article. Article: It is of great importance for students to be able to get a feel for the rhythm and sounds of a poem---more so than for most pieces of prose . This isn't always easy in a second language, and so listening to their teacher read the poem, or to a professional recording, perhaps by the poet or by an actor, is, I feel, necessary. As with any listening activity, students will need some kind of preparation and task so that they can be actively engaged. They might be asked to check predictions that arose from a warm-up discussion, to compare their suggested rhyming couplets with the poet's, or to identify stressed words and syllables. You might also want to get your students to listen to recorded or live discussions about poems. This can, for example, take the form of a couple of teachers or a group of students giving their views on a poem, or even an interview with the poet. I'm a big fan of jigsaw listening because of the natural information gap. If your school has the facilities, you might like to: divide your students into two, or even three groups give each group a different cassette or CD and tasks to work on then they come back together to share what they have learned. Remember that your own enthusiasm is a key factor in any activity relating to literature in the classroom. Finally, don't forget to encourage art for art's sake. Listening for pleasure, to poetry (or to anything else, for that matter), is to be fostered at every opportunity, because of the obvious benefits which include motivation, vocabulary acquisition and learner independence. Many good song lyrics could be termed poetry and treated accordingly in the classroom, copyright rules permitting. Question: What's the main idea of the passage? Options: A: How to use poems to develop the students' skills. B: Listening to poem is more difficult than reading prose. C: The schools should encourage the students to study poems. D: Preparations should be done before teaching.
A