I'm taking a test and have to guess the right answer to the question after the article. Article: If you wish to become a better reader, here are four important things to remember about reading _ : * Knowing why you are reading or what you are reading to find out will often help you to know whether to read rapidly or slowly. * Some things should be read slowly throughout. Examples are directions for making or doing something, arithmetic problems, science and history books, which are full of important information. You must read such things slowly to remember each important step and understand each important ideas. * Some things should be read rapidly throughout. Examples are simple stories meant for enjoyment, news letters from friends, pieces of news from local, or home-town, papers, telling what is happening to friends and neighbors. * In some of your reading, you must change your speed from fast to slow and slow to fast, as you go along. You will need to read certain pages rapidly and then slow down and do more careful reading when you come to important ideas which must be remembered. Question: How fast should we read? Options: A: The faster, the better. B: The more slowly, the better. C: Neither too fast nor too slow. D: It depends on what we are reading.
D
I'm taking a test and have to guess the right answer to the question after the article. Article: Is it okay to keep exercising when you have a cold? What about the flu? With winter viruses going around, it's important to know how to alter your training if you do catch a germ or two. "The guidelines are pretty easy," says Dr Lorenzo Masci from the Alphington Sports Medicine Clinic. "Anything above the neck --- so if you've got a cold for example, a runny nose or a sore throat --- then you should probably cut down your exercise by half and do 50 percent of what you normally do." "If you've got anything below the neck, like muscle pain, joint pain or fever, you shouldn't really exercise at all until those general symptoms settle down," Lorenzo says. He points out that a cough would also fall into this more serious category. "For example, if anyone comes in with a fever and a runny nose, I'd tell them to stop exercising until the fever and the muscle ache settles. Then they can start their training again at 50 percent once all those symptoms settle, even if they've got a bit of a runny nose or a sore throat." "The reason we tell people to stop exercising is because if you exercise when you're unwell it can make the illness worse and prolong it." There is a second reason Lorenzo advises his patients to stop exercising when they have "below the neck" symptoms. In the event you have an illness which affects your heart, exercise can sometimes actually lead to death. Lorenzo advises to take zinc and vitamin C as a way of preventing colds. But he admits that this is controversial --- some studies have shown that these supplements can improve immune function while other studies have cast doubt on the issue. The good news is that if you exercise regularly, you're likely to improve your immune function. "If you exercise too much, it can predispose you to coughs and sniffles," he points out. This is often the case for excellent athletes who train every day, such as triathletes . "But what we do know is that if you exercise at a moderate level, your immune system improves such that you're probably at a lower risk... Question: What is the worst result if people don't stop exercising when they are unwell? Options: A: Worsening the illness. B: Prolonging the illness. C: Affecting the heart. D: Bringing about threat to life.
D
Q: I'm taking a test and have to guess the right answer to the question after the article. Article: A new study done by the Higher Education Quality Council of Ontario (HEQCO) shows that it doesn't make much of a difference that parents reward their children with cash for their better marks. Many parents have offered cash to their children in the hope that it would improve marks and possibly raise their children's interest in achieving higher marks. The study, conducted by researchers from the University of Toronto (UT) and the Massachusetts Institute of Technology (MIT) to learn more about the potential for financial encouragement as motivation for improved marks, involved first and second year students receiving financial aid in 2008-2009 at the University of Toronto Scarborough. The top students participating in the study who said they were "very concerned" about having enough money to complete their degrees were to receive $100 for getting a grade of 70 per cent for each one-semester course, plus $20 for every percentage point beyond that.It was imaginable that a student could earn as much as $700 for achieving 100 percent in a course. Harvey Weingarten, president and CEO of HEQCO said, "In its efforts to help disadvantaged students by exploring the idea of paying them to attend school, the Toronto District School Board (TDSB) is asking the same question many other districts are asking about how to improve student participation and performance.Our study and others to date indicate that has little effect if any in those situations where it has been tested." The authors of the study suggest that ineffective study habits may be a barrier to academic achievement and that the real problem may be more a lack of academic preparation than a lack of effort or motivation.They note that the availability of peer advising does not appear to have helped greatly.They conclude that other potential avenues to improving performance, or other approaches of teaching, are needed at the high school and postsecondary levels. Question: What is mainly discussed in the passage? Options: A: Many parents have offered cash to their children. B: Many first and second year students receive financial aid. C: Ineffective study habits lead to poor academic achievement. D: Rewarding students with cash for good grades has little effect
A: D
*Question*
I'm taking a test and have to guess the right answer to the question after the article. Article: Science is a major topic in our culture. Since it touches almost every field of our life, educated people need at least some knowledge with its structure and operation. They should also have an understanding of the scientific subculture in which scientists live and the kinds of people they are. An understanding of general characteristics of science as well as specific scientific ideas is easier to obtain if one knows something about the things that excite and discourage the scientist. This book is written for the person whose knowledge with science is not complete; for the person who has been presented with science as a musty storehouse of dried facts; for the person who sees the chief objective of science as the production of tricks; and for the person who views the scientists as some sort of magician. The book can be used to add to a course in any science, to come with any course that attempts to give an understanding of the modern world, or simply to provide a better understanding of science. We hope this book will lead readers to a broader view on scientific attitudes and a more realistic view of what science is, who scientists are, and what they do. It will give them an idea and understanding of the relationship between science and our culture and an appreciation of the roles science may play in our culture. Besides, readers may learn to appreciate the relationship between scientific views and some of the values and philosophies that are deep in our culture. We have tried to present in this book a correct and up-to-date picture of the scientific world and the people who populate it. That population has in recent years come to include more and more women. This increasing role of women is not just the only event but, rather, part of the trend obvious in all parts of society, as more women enter traditionally male-controlled fields and make influential contributions. We have also tried to make the book entertaining as well as informative. Our method is usually informal. We feel, as do many other... Question: We need to know something about science because _ . Options: A: scientists have specific scientific ideas B: science affects almost every field of our life C: it is easier to understand general characteristics of science D: it is not easy to understand the things that excite and discourage scientists
**Answer**
B