Read the following article and select the best answer. Article: 136 Crestview Circle Dover, Connecticut January 16, 1995 Gander's Furniture Store Stamford, Connecticut, 09876 Dear Sir, I am writing about your January bill, which I am returning with this letter. I am not going to pay this bill. Last month I bought a table and four chairs for $65.50. They were sent to me on December 18. That night one leg of the table broke while my wife was putting our dinner on it. It fell on one of the chair, and that broke, too. Our $ 2.50 steak landed on the floor, and the dog ate it. I spoke to the salesmen who had sold me the table and the chairs. He told me to write you a letter. I wrote you on December 20, saying that I was not going to pay for the furniture. On December 21 some men came and took it back to the store. Please do something about your records. I do not want to receive another bill for the furniture which I returned. Yours truly Alberts Robbins Question: Why do you think Mr. Robbins write the letter to the furniture store? - He had paid for the furniture but was asked to pay again. - He didn't want to receive a second bill for the furniture he had returned. - The furniture he bought was badly made and he wanted to return it. - He wanted the manager to scold the salesmen for the bad furniture.
He didn't want to receive a second bill for the furniture he had returned.

Read the following article and select the best answer. Article: People always think about "the problem of youth". If there is one -which I take leave to doubt- it is older people who create it, not young themselves. Let us get down to fundamental s and then the young are after all human beings -people just like their elders. There is only one difference between and old man and young one: the young man has a beautiful future before him while the old man a splendid future behind him and maybe that id where the rub is. When I was a teenager, I felt that I was just young and unknown -that I was a new boy in a hug w school, and I would have been very pleased to be regarded as something so interesting as a problem. For one thing, being a problem gives you a certain identity, and that is one of the thing s the young are busily engaged in seeking. I find young people exciting .they have and air of freedom, and they have not a dull promise to mean ambitious or love of comfort .they are not anxious social climbers, and they have no devotion to important things .all this seems to me to ling then with life, and the origin of things .it's as if they were some sense of cosmic beings in violent and lovely contract with us suburban creatures. all that is in my mind when I need a young person .he may be too proud, ill-mannered or self-satisfied, but I do not turn for protection to boring cliches about respect for elders as if age were a reason for respect .I accept that we are equals, and I will argue with them, as an equal, if I think he is wrong. Question: One of the thing s the young are engaged in is that they want t o _ - climb up the social ladder - have freedom - be know - make troubles
be know

Q: Read the following article and select the best answer. Article: John had been on a business trip for three weeks. It was coming up on Mother's Day, and he usually tried to go back home, but this time he was too tired. He was in a small town outside of Little Rock when he drove by a flower shop. He decided to send his mother some roses. He went into the shop and saw a young man talking to the florist. "How many roses can I get for six dollars, ma'am?" the boy asked. The florist tried to explain that roses were expensive. Maybe he should be happy with carnations . "No, I have to have roses," he said, "My mom was sick so much last year and I had little time with her. It has to be red roses, 'cause that's her favourite." The florist shook her head. John was touched by the boy, who wanted to get those roses so badly. John looked at the florist and silently mouthed that he would pay for the boy's roses. Then the florist said, "Ok, I will give you a dozen red roses for your six dollars." The young man almost jumped into the air. He took the flowers and ran from the store. It was worth the extra thirty-five dollars just to see that kind of excitement. John ordered his own flowers and had the florist be sure that delivery would include a note telling his mother how much he loved her. Then he drove away from the shop. As he waited at the light, he saw the young man crossing the street and enter a park through two huge gates. Suddenly, he realized it wasn't a park. It was a cemetery . The light changed, and John slowly crossed the road, parked his car and got out to follow the boy down the fence. The boy stopped by a small monument and went on his knee. He carefully laid the roses on the ground and cried, "Mommy, why didn't I tell you how much I love you?, Jesus, please. Tell my mommy I love her." John turned, tears in his eyes, and walked back to his car. He drove quickly to the flower shop and told the florist he would take the flowers personally. Question: Why did John go into the flower shop? - He planned to open a flower shop. - He decided to order some roses. - He wanted to take a good rest. - He had to see somebody there.
A: He decided to order some roses.

*Question*
Read the following article and select the best answer. Article: During her junior year of high school, Diane Ray's teacher handed her a worksheet and instructed the 17-year-old to map out her future financial life. Ray pretended to buy a car, rent an apartment, and apply for a credit card. Then, she and her classmates played the "stock market game", investing the hypothetical earnings from their hypothetical jobs in the market in the disastrous fall of 2008. "Our pretend investments crashed," Ray says, still frightened. "We got to know how it felt to lose money." That pain of earning and losing money is a feeling that public schools increasingly want to teach. Forty states now offer some type of financial instruction at the high-school level, teaching students how to balance checkbooks and buy stock in math and social-studies classes. Though it's too early to measure the full influence of the Great Recession , the interest in personal-finance classes has risen since 2007 when bank failures started to occur regularly. Now, many states including Missouri, Utah, and Tennessee require teenagers to take financial classes to graduate from high school. School districts such as Chicago are encouraging money-management classes for kids as young as primary school, and about 300 colleges or universities now offer online personal-finance classes for incoming students. "These classes really say, 'This is how you live independently,' " says Ted Beck, president of National Endowment for Financial Education. Rather than teach investment methods or financial skills, these courses offer a back-to-the-basics approach to handling money: Don't spend what you don't have. Put part of your monthly salary into a savings account, and invest in the stock market for the long-term rather than short-term gains. For Ray, this means dividing her earnings from her part-time job at a fast-food restaurant into separate envelopes for paying bills, spending and saving. "Money is so hard to make but so easy to spend," she says one weekday after school. "That is the big takeaway." Teaching kids about the... Question: The passage is mainly about _ . - ways to teach students to earn money - how Diane Ray learns to value money - the push to teach personal finance in school - how students choose a proper financial class
**Answer**
the push to teach personal finance in school