[Q]: Write a multi-choice question for the following article, with the given choices and answer: Article: Alan worked in an office in the city. He worked very hard and really looked forward to his holiday. He usually went to the seaside, but one year he saw an ad. in a newspaper "Enjoy country life. Spend a few weeks at William Farm. Good food, fresh air, horse riding, walking, fishing..." "This sounds like a good idea." he thought, I'll spend a month at William Farm. I'll go horse riding, walking and fishing. It'll be different from the seaside." Four days later, he returned home. "What's wrong with William Farm?" his friend Jack asked him, "Didn't you enjoy country life?" "Country life was fine," Alan said, "But there was another problem." "Oh, what problem?" "Well, the first day I was there, a sheep died, and we had roast mutton for dinner." "Fresh meat is the best." "I know, but on the second day a cow died, and we had roast beef for dinner." "Lucky you!" "You don't understand," Alan said, "On the third day a pig died and we had roast pork for dinner." "A different roast every day." Jack said. "Let me finish." Alan said, "On the fourth day a farmer died and I didn't want to stay there for dinner." Options: A Alan left the farm because he missed his family B Alan left the farm because he had four dinners at the farm C Alan left the farm because he couldn't go fishing at the farm D Alan came back home because he was afraid of the fourth dinner Answer: D Alan came back home because he was afraid of the fourth dinner Question:
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[A]: From the passage we know that _ .

input: Please answer the following: Write a multi-choice question for the following article, with the given choices and answer: Article: Does handwriting matter? Not very much, according to many educators. However, scientists say it is far too soon to declare handwriting is not important. New evidence suggests that the link between handwriting and educational development is deep. Children not only learn to read more quickly when they first learn to write by hand, but they are also better able to create ideas and remember information. In other words, it's not only what we write that matters -- but how. A study led by Karin James, a psychologist at Indiana University, gave support to _ . A group of children, who had not learned to read and write, were offered a letter or a shape on a card and asked to copy it in one of three ways: draw the image on a page but with a dotted outline , draw it on a piece of blank white paper, or type it on a computer. Then the researchers put the children in a brain scanner and showed them the image again. It was found that when children had drawn a letter freehand without a dotted outline or a computer, the activity in three areas of the brain were increased. These three areas work actively in adults when they read and write. By contrast, children who chose the other two ways showed no such effect. Dr. James attributes the differences to the process of free handwriting: Not only must we first plan and take action in a way but we are also likely to produce a result that is variable. Those are not necessary when we have an outline. It's time for educators to change their mind and pay more attention to children's handwriting. Options: A Children read quickly when they write by hand. B How we write is as important as what we write. C Children create ideas and remember information. D A group of students should know what to write. Answer: B How we write is as important as what we write. Question:
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output: What does "that view" in Para. 3 refer to?

Please answer this: Write a multi-choice question for the following article, with the given choices and answer: Article: Expressions about water are almost as common as water itself. But many of the expressions using water have unpleasant meanings. The expression "to be in hot water" is one of them. It is a very old expression. "Hot water" was used 500 years ago to mean being in trouble. One story says it got that meaning from the custom of throwing extremely hot water down on enemies attacking a castle. That no longer happens. But we still get in "hot water".When we are in "hot water", we are in trouble. It can be any kind of trouble--serious or not so serious. A person who breaks a law can be in hot water with the police. A young boy can be in hot water with his mother. if he walks in the house with dirty shoes. Being in "deep water" is almost the same as being in hot water. When you are in deep water, you are in a difficult position. Imagine a person who cannot swim being thrown in water over his head. You are in deep water when you are facing a problem that you do not have the ability to solve. The problem is too deep. You can be in deep water, for example, if you invest in stocks without knowing anything about the stock market. "To keep your head above water" is a colorful expression that means staying out of debt. A company seeks to keep its head above water during economic hard times. A man who loses his job tries to keep his head above water until he finds a new job. "Water over the dam" is another expression about a past event. It is something that is finished. It cannot be changed. The expression comes from the idea that water that has flowed over a dam cannot be brought back again. Options: A he is in danger of losing his life B he is trying to pay off his debt C he is trying to keep his promise D he is trying not to get into debt Answer: D he is trying not to get into debt Question:
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Answer: If a person tries to keep his head out of water,we can say that _ .

Problem: Write a multi-choice question for the following article, with the given choices and answer: Article: I arrived at my mother's home for our Monday family dinner. The smells of food flew over from the kitchen. Mother was pulling out quilt after quilt from the boxes, proudly showing me their beauties. She was preparing for a quilt show at the Elmhurst Church. When we began to fold and put them back into the boxes, I noticed something at the bottom of one box. I pulled it out. "What is this?" I asked. "Oh?" Mom said, "That's Mama's quilt." I spread the quilt. It looked as if a group of school children had pieced it together; irregular designs, childish pictures, a _ line on the right. "Grandmother made this?" I said, surprised. My grandmother was a master at making quilts. This certainly didn't look like any of the quilts she had made. "Yes, right before she died. I brought it home with me last year and made some changes," she said. "I'm still working on it. See, this is what I've done so far." I looked at it more closely. She had made straight a crooked line. At the center of the quilt, she had stitched a piece of cloth with these words:"My mother made many quilts. She didn't get all lines straight. But I think this is beautiful. I want to see it finished. Her last quilt." "Oh, this is so nice, Mom," I said. It occurred to me that by completing my grandmother's quilt, my mother was honoring her own mother. I realized, too, that I held in my hands a family treasure. It started with the loving hands of one woman, and continued with the loving hands of another. Options: A To see her mother's quilts. B To help prepare for a show. C To get together for the family dinner. D To discuss her grandmother's life. Answer: C To get together for the family dinner. Question:

A:
Why did the author go to mother's home?