Q: Write a multi-choice question for the following article, with the given choices and answer: Article: Inland waters may be grouped into two general classes: standing waters and flowing waters. As is often the case, the boundary between these two classes is not sharp and clear. A pond is an example of standing water. But most ponds are fed by springs or brooks and most have an outlet. Thus some current of changing water flows through them. On the other hand, a river is an example of flowing water. In some places, however, a river may have such a slow current that it is very difficult to detect. Standing inland waters differ in size, in age, and in many _ environmental characteristics. They range in size from roadside puddles to the Caspian Sea. Puddles may last for only a few days or weeks; ponds, for a few hundred to a thousand years. In general, lakes are older, though the waters of some tropical "lakes" disappear completely during each dry season. Standing waters vary from very shallow to very deep, from clear to muddy, from fresh to salty. In flowing waters we roughly distinguish between brooks, creeks, and rivers. The size and age of flowing waters are unimportant. Speed of flow, clearness, oxygen content, and other chemical characteristics are used by scientists in studying flowing-water ecosystems. Options: A Clarity. B Size. C Speed of flow. D Oxygen content. Answer: B Size. Question:
A: According to the passage, which of the following characteristics of flowing waters is unimportant?

Question: Write a multi-choice question for the following article, with the given choices and answer: Article: Tired of telling students to ask questions and to think about what they were doing, Damien Hynes, a high school geography teacher in Australia, decided to do an experiment to test what he had long been thinking.He wrote some well-organized nonsense (something untrue) on the blackboard.The students simply copied it but very few asked any questions.This shows that students are willing to believe anything given by teachers.The story is repeated in support of the Project for Enhancing Effective Learning (PEEL). PEEL was carried out by some teachers and researchers in Melbourne who had concluded that normal teaching methods seldom achieve their intended goals; what the teachers think they are teaching is one thing and what the students actually learn is something else.Students' lack of an over-all view of learning goals and their concentration on test scores make them see each lesson as a separate activity. Researchers realized that many students do not come into class empty-headed but have their own explanations of how the world works.Their own ideas can remain important to them even when they differ from scientific explanations that are learned later.In fact such ideas are hardly affected by traditional teaching.Students accept the teacher's scientific explanation, but do not drop their own.They simply keep both and use them practically: in a class test, they copy the teacher's idea, but in real life they use their own. Clearly what was needed was to make students understand their learning process , and this is what the PEEL teachers set out to deal with.On the surface, a class being taught by PEEL methods only differs from an ordinary class in being a little noisier, because more people are talking.But there are some meaningful changes.Students are given much more time to express their views, and teachers don't make immediate judgment.The students are allowed to guide what is done in class and their own ideas are always respected.This draws their attention to the actual learning process, and they become... Options: A show that students didn't think about what they learnt B prove the effectiveness of the project known as PEEL C test students' general knowledge about geography D encourage students to ask more questions in class Answer: A show that students didn't think about what they learnt Question:
Answer: The aim of Hynes' experiment was to _ .

[Q]: Write a multi-choice question for the following article, with the given choices and answer: Article: It was such an extremely freezing day that I decided to get a cup of hot drinking first after work. As my colleague, Ricky, and I were making our way to a coffee shop, I noticed an old gentleman rather poorly dressed sitting on a bench nearby. Obviously he was frozen, seemingly one of the homeless or someone like that. We joined the line and waited to be served. Ricky handed the server a twenty-dollar bill, ordered three cups of hot coffee, and gestured the sever to give one to the old gentleman outside on the bench as a favour. The server looked at Ricky, a little _ , without full comprehension of the request. Afterwards, there was a wonderful exchange between the server and the old man in need of some attention. I only wished I had taken a photo of the smiles on the both faces. As I was thinking about this event later on, I wondered to myself why Ricky didn't perform this act of kindness himself. I suspect that deep down in his heart he was hoping that this act of kindness might inspire others to do something for this old man as well. Absolutely beautiful! There are many ways of thinking when we met someone as the old man in need of kindness and attention. Perhaps he needs a little helping hand and thanks God for my colleague who inspired the others to goodness as well. Oh, by the way, the last words Ricky told the server was, "There go I, but for the Grace of God." Options: A He was a greedy man B He took on a sign of poor manners. C He was in poor health. D He needed some kind of human care. Answer: D He needed some kind of human care. Question:
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[A]: What was the author's impression of the old gentleman?

Question: Write a multi-choice question for the following article, with the given choices and answer: Article: When I was 10 years old, I tried out for the cheerleading squad. I had taken gymnastics classes for two years to prepare for these tryouts. However, I didn't make the team. It was a heavy blow to me. I cried all night. Kids today won't experience that kind of rejection. They're growing up in "everybody gets a turn" world where every child gets a chance to kick the ball, sing the song, and win the award. But that's not always such a good thing. Parents have become fearful of letting kids fail, thinking that our children are easily hurt and will never recover from anything--that's a serious problem. Last week, my 7-year-old daughter didn't get into the school play. At first, I was upset by it. How would she react? When I gave her the news, I was ready to hug her and cry with her. She looked at me, made a slight face and said, "That's too bad. What's for dinner?" It clearly wasn't the end of her world. Maybe if we let our kids experience rejection once in a while, we'd realize they are much stronger than we think. Kids need to be able to handle disappointments; doing so helps them to prepare for real life. Most importantly, rejection carries the possibility not only for growth and can also motivate kids to try harder the next time. Rejection is pain. There is no way around that. How will our kids ever discover their true talents if we don't let them? Instead of complaining, maybe we should consider rejection an opportunity. Options: A felt greatly disappointed B was upset about it C cried all night D thought nothing of it Answer: D thought nothing of it Question:
Answer:
When failing to get into the school play, the author's 7-year-old daughter _ .