Question: I'm taking a test and have to guess the right answer to the question after the article. Article: A mother of a cheerful five-year-old just returned from a meeting of the National Organization for Women. Inspired by exciting dreams for the possibilities of womanhood, she asked her daughter what she wanted to be when she grew up. Little Lisa quickly answered, "A nurse." There was a time when nursing was thought of as a woman's job and the answer somehow seemed not to be satisfied. She had, after all, just returned from a new meeting. "You can be anything you want to be," she reminded her daughter. "You can be a lawyer, a doctor, a banker, president of the country -- you can be anything." "Anything?" Lisa asked. "Anything!" her mother smiled. "I know," Lisa said. "I want to be a horse!" Lisa's dream may need some improvement, but there is plenty of time for that. When do we give up dreaming about the future? When do we resign ourselves to simply replaying dreams from the past? Maybe her dream needs to mature a bit, but would you rather have the optimism of a five-year-old girl who wants to be a horse, or the pessimism of an adult who says in despair, "I can't be anything at all"? Teddy Roosevelt said, _ believe that is the way to make those dreams come true. It begins with looking up and dreaming of something beautiful. Question: What did the girl really want to be when she grew up? Options: A: A nurse. B: A horse. C: A banker. D: A lawyer.
Answer: B

Question: I'm taking a test and have to guess the right answer to the question after the article. Article: Some children show preferences for friends at an early age. At 9 or 10,children become a were of differences, they begin to form cliques(,).At l0 0r 12 years of age ,as they are separate from parents, identification with peers may become enlarged and cliques may form and change frequently. At middle and high school the issue of belonging becomes even more extraordinary and outstanding. Cliques are small, particular groups of friends who share common characteristics and common interests(music, dress, sports, etc.).Each member is either directly or indirectly connected to other members. Cliques usually refer to groups of girls; however boys are also involved in cliques. There are usually hierarchies of cliques among teens ,from the populars to the losers,and there are often many cliques in schools. Normal adolescent development often circles around cliques - joining cliques, wanting to join cliques, or being out of cliques. Cliques can have a strong positive effect on self-worth. They provide social occasions and help kids develop a sense of belonging support and protection Cliques improve self-respect by making kids feel wanted ,and they enable the cliques member to develop a sense of identity and to deal with social events around themselves. While, cliques can be opposed to other kids and other cliques. In some cases cliques members can become harmful to outsiders by putting them down using teasing, backstabbing, and even violence. Although girls are socialized to suppress physical displays of violence ,it can take the form of intimidating behavior. Cliques can pollute individuality and prevent members from mixing with members of other groups. They usually require some degree of agreement in appearance, attitude, or behavior. They can drive away members for no apparent reason, and they can pressure kids into group activities in order to fit in , creating interpersonal cliques and violence. Question: Which of the following statements about the cliques is TRUE? Options: A: .Cliques members have different characteristics and interests. B: .Once a cliques is formed its members are not changeable. C: .Cliques are more popular among boys and girls. D: .Chques help improve children's self-respect
Answer: D

Question: I'm taking a test and have to guess the right answer to the question after the article. Article: It was an early September day, cool and bright and just right for running, and I was in the first few miles of a lO-knownmile race over a course with a few high hills. Still, I felt energetic; despite the hills it was going to be a fine run. Just ahead of me was Peggy Mimno, a teacher from Mount Kiseo, New York. She too was running easily, moving along at my speed. The pace felt comfortable, so I decided to stay where I was; why pay attention to pace when she was setting such a nice one? I'd overtake her later on when she tired. So I ran behind her. The course headed north for miles, wandered west for a hilly mile, then turned south again along a winding road. The race was getting harder. We had four miles left and already it was beginning to be real work. Peggy overtook a young runner. She seemed to know him, for they exchanged a few cheerful words as she passed him. Their exchange worried me. You don't chat during a race unless you feeling good, and Peggy plainly was. Still, I was close enough to overtake her if she tired, so I didn't give up hope completely. We were getting nearer to a long, punishing hill now and it would be the test. We were a mile from the finish line, so whatever happened on the hill would almost determine who crossed it first. As I moved up the hill, my attention wandered for a few minutes. When I looked up, Peggy was moving away--first five yards, then ten, then more. Finally it was clear that there was no help of catching her. She beat me soundly. There is an important lesson in that race. Women are thought to be weaker, slower and not nearly as skilled in sport. Yet as Peggy Mimno so clearly showed, the similarities between men and women runners are more important than differences. I have run with a number of women, and I can say it is often hard work. Question: What lesson does the writer learn from the race? Options: A: Women are as good as men in sport. B: Women are better at climbing hills. C: He should have more training in a cross-country race. D: He should set a quicker pace at the beginning of a race.
Answer:
A