Write a multi-choice question for the following article: Article: Cambridge University Botanic Garden We run a lively programme of family events, life-long learning courses and much more throughout the year. Improve your Digital Photography This course led by award-winning photographer, Pete Murray, will show you how to take control of your camera. Using a proven "step by step approach" you will gain confidence in using your camera. Date:29/09 Time:10 am--4 pm Price:PS60 Event Category: Garden Photography 'Handbag' Baskets New to the Botanic Garden, this course will give you the opportunity to make your very own beautiful 'handbag basket'from a design that local basketry maker, Debbie Hall, developed herself. They have proved very popular since she started teaching the technique. Date: 07/10 Time: 10 am --4:30 pm Price: PS120 Event Category: Weaving & Basketry Trees and Shrubs for Autumn Color Join Mark Crouch, a specialist in the care of trees, for this course on choosing trees and shrubs to create beautiful autumn displays for your garden. The day will include a talk in our classroom and a tour of the Botanic Garden to look at autumn color and interest across our tree and shrub collection. Date: 17/10 Time: 10 am --4 pm Price: PS50 Event Category: Gardens and Plants Introduction to Botanical Subjects in Colored Pencil If you are interested in beginning to use colored pencils to draw botanical subjects, then this is the course for you. Janie Pirie is one of the country's leading pencil artists and on this one-day course she will show you the basic techniques used when working with colored pencils. Date: 16/10 Time: 10 am --4 pm Price: PS40 Event Category: Botanical Art
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Answer: Question: How much would you pay if you wanted to learn to take better pictures?Options:A PS40.B PS50.C PS60.D PS120.Answer:C

Q: Write a multi-choice question for the following article: Article: When English as a foreign language is taught to children at the primary and early secondary levels of education, it is generally taught with a general education aim in mind--that is, it is regarded as a "good thing" for them to learn a foreign language as a part of a broad education. There is usually, however, no immediate and specific requirement for such children to make use of the language in any communicative situation. The purpose of learning the language is essentially a "deferred" purpose, deferred till the tertiary level of education, normally at university, where, it is agreed, a knowledge of English would be helpful in their academic studies. Immediate aims of learning English are defined by the requirements of examinations. Inevitably what is taught to primary and secondary level children is not a communicative knowledge of English language use, but a knowledge of how the rules of English operate. The language system is taught by means of systematic audio-lingual drill and exercise techniques based on habit formation theory of learning and a structural description of English. This may be an effective manner of teaching English usage, but it is less certain that an understanding of how these rules are related to language in use for communicative purpose is an automatic result of this instruction. What the thousands of children succeed in learning in this way is what is necessary in order to pass examinations. Whether such examinations accurately reflect the uses to which English will be put at the tertiary level is another matter altogether. Adults, on the other hand, unless they are learning a foreign language for "pleasure" at evening institutes, as a "cultural" and social experience, are generally highly conscious of the use to which they intend to put it. That use is frequently associated with an academic or professional requirement; without a knowledge of the foreign language, their development in their chosen sphere of work could be restricted or at least adversely affected.
A: Question: What's the relationship of English learning at different levels?Options:A English learning at primary and secondary levels is more important than that at the college stage.B English learning at the tertiary level is more important than that at the first two levels.C Successful English learning at the first two levels does not necessarily mean success in English learning at college.D English learning should not be divided into different levels.Answer:C

Question: Write a multi-choice question for the following article: Article: Millions of years ago dinosaurs lived on the earth. In the days of dinosaurs the whole earth was warm and wet. There were green forests and they could find enough to eat. Later, parts of the earth became cold and dry. and the forests there died. Then dinosaurs could not find enough to cat. This must be one reason why dinosaurs died out. We can guess another reason. New kinds of animals came on the earth. Some had big brains and were fast and strong. They could kill dinosaurs. There may be other reasons that we don't know about yet. Scientists are trying to make more discoveries about dinosaurs. Dinosaurs were of many sizes and shapes . Some were as small as chickens, while some were about 90 feet long. There were also terrible fights between dinosaurs. They might have happened more than 100 million years ago. Though there was no man to see any of the fights, we can be told by the animal's footprints that fight did take place.
Answer: Question: One reason why dinosaurs died out is that _ .Options:A there were too many dinosaursB parts of the earth became cold and dryC the dead forests there could not supply them with enough foodD they couldn't find enough to eatAnswer:D

Write a multi-choice question for the following article: Article: Why do we dream?It's a question researchers have been studying for years. Now new research suggests that some dreams may result from the brain's effort to keep learning, even as we sleep. In a study in Boston, 100 volunteers were trained for an hour on a maze .They tried to find their way through the difficult puzzle as quickly as possible. Then half of the volunteers were allowed to sleep for 90 minutes. The other half stayed awake, reading or relaxing. The ones who slept were asked to describe their dreams when they woke up. After the rest, the volunteers were asked again to solve the maze. Those who hadn't slept showed no improvement or did even worse after the break. Sleepers who didn't report any maze related dreams did better but showed only a little improvement. However, four nap-takers who reported dreaming about the maze showed a surprising improvement. They scored 10 times higher after sleeping and dreaming about the maze. Even though the number of dreamers was small, the researchers noted that the gap in learning between the dreamers and non-dreamers was so wide that the finding was significant . The dreamers had all performed poorly on the test before dreaming about it. That suggests that struggling with a task might be the _ that leads the sleeping brain to focus on it and work on how to deal with it. "It's almost as if your brain is going through everything that happened today,"Dr Stickgold,a scientist at Harvard Medical School, said. "The things you're obsessed with are the ones that your brain forces you to continue to do with."
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Answer:
Question: According to the study, which group showed the greatest improvement?Options:A Those who didn't sleep.B Those who slept but didn't dream.C Those who dreamed about the maze while sleeping.D Those who thought about the maze before falling asleep.Answer:C