[Q]: Write a multi-choice question for the following article: Article: Not all vegetables need lots of sunshine. Mark Hoffman and his wife own a bed-and-breakfast guesthouse in rural Kempton, Illinois. They often serve their guests fresh products from the garden. The Hoffmans have been growing food and flowers for twenty-five years. For almost ten of those years, Mr. Hoffman has been experimenting and working with shade plantings. He says, "The bottom line here is that most plants will produce more in full sun. But if you do not have full sun, there are other choices." For example, he grows tomatoes near oak trees. Oak trees can produce a lot of shade. But Mr. Hoffman says his tomato plants grow as long as they get five hours' direct sunshine a day, especially morning sun. Not only does this go against the traditional advice that tomatoes need six, eight, even twelve hours' full sun a day. It also shows how plants and tree roots can share nutrients and water. Mr. Hoffman says plants with wider leaves seem to do better in shady environments. He also found that his potatoes did better partly in shade than in full sun. Moving them out of the sun helped control an insect problem. Mr. Hoffman does not use pesticide . Instead, he planted the potatoes in the shade, especially on the east side of the tree. The potatoes get morning sun, but they are shaded during the hottest part of the day. Some insects dislike shade, and the hottest part day is when they do the worst of their damage. Time of day, sun intensity , shadows from trees, walls and buildings all influence how much sunlight falls on plants. And people interested in shade planting should also remember something else. The term "shade" can describe different amounts of darkness. It can even mean different things in different parts of the world.
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[A]: Question: Which of the following can best describe Mr. Hoffman?Options:A CuriousB ExperiencedC Easy-goingD FunnyAnswer:B

[Q]: Write a multi-choice question for the following article: Article: High in the sky, a group of birds fly past. The 5-foot-tall creatures are whooping cranes, the tallest birds in North America noted for its loud call. The wild animals appear to be following much larger birds. But those aren't birds at all. They are three-wheeled aircraft called trikes , and the pilots flying them are wearing white helmets and white gowns. That plan might sound like a stupid idea, but it's not. The pilots are from an organization called Operation Migration. They are helping the whooping cranes learn to migrate, or move from one area to another when the seasons change. The cranes are endangered. In 1941,the species had dwindled to roughly 20 birds because of hunting and habitat loss. US wildlife officials counted 149 whooping cranes in November 1995,the most since the American government began taking censuses in the 1930s.Today,about 380 remain. In the fall, whooping cranes are supposed to migrate south. However, many of them don't know how. "With so few birds left, young whooping cranes typically don't have parents around to teach them," explains pilot Joe Duff. That's where the trikes come in. Each October, pilots dress up as whooping cranes and take to the skies in Wisconsin. The young birds follow them because they think the trikes are big whooping cranes. It takes about three months to reach south--with plenty of rest stops on the way. The pilots lead the cranes to refuges, or protected areas, in Florida. This spring, the birds will migrate north by themselves--no trikes needed! "It's nice because you know the birds are going to make it," Duff told WR News.
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[A]: Question: We can learn from the passage that whooping cranes .Options:A are the tallest birds in the worldB aren't birds at allC are increasing in the past 15 yearsD have no team spiritAnswer:C

[Q]: Write a multi-choice question for the following article: Article: Sequoyah was born in the 1770s and grew up in the Cherokee village of Tuskegee, Tennessee. He was good at working with silver jewelry . One day Sequoyah was asked to put his name on the jewelry he made. However, he couldn't write his name because Cherokee was only a spoken language. Sequoyah decided to learn how to write his name, so he asked one of his customers to teach him. From then on, Sequoyah signed his work in English. Then Sequoyah realized that a written language was necessary for his people. In 1809, he started by making small drawings, and tried creating a letter for each sound in the Cherokee language. First, Sequoyah picked out all the sounds in the Cherokee language. Then he gave each sound a symbol. Unlike English, however, no two sounds shared the same symbol. Sequoyah's work was difficult and took a lot of time. What's worse, few people around him understood him. However, Sequoyah didn't stop working. In 1821, Sequoyah completed his alphabet . Each symbol in the alphabet symbolized one of the eight-five sounds in the Cherokee language. By saying the name of each symbol, a person could read the spoken word. Sequoyah taught his six-year-old daughter, Ayoka, the symbols. One day they visited the elders of the Cherokee Nation. Sequoyah asked Ayoka to leave while he wrote down what the elders said. When Akoya returned, she read out what Sequoyah had written. The elders were stunned because she was able to repeat the words without being present. Sequoyah's alphabet was soon accepted as the written language of the Cherokee Nation.
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[A]: Question: What can we learn about Sequoyah's alphabet?Options:A It is made up of eighty-five letters.B It uses at least two letters to symbolize a sound.C was created in the early eighteenth century.D It was the same as the English alphabet at first.Answer:A

[Q]: Write a multi-choice question for the following article: Article: Grandfather and 3-year-old boys are natural buddies. On this particular day in May, the grandfather was pleased to have the company of his best little pal when planting the vegetable garden. For a while, the boy seemed to like it too. His small fingers were just the right size to pick up tiny seeds and drop them into Granddad-made holes. They were a great team. But before long the boy became restless and directed his anger at the seeds themselves. "What's this one, Granddad?" "Beets ." "Ugh, I hate beets." "Well, then, let's do the pumpkin instead." "Yuck. I really hate pumpkin." "Okay, buddy. What would you like to plant?" "How about ... doughnuts ?" Just in time, the grandfather stopped himself from saying there was no such thing as a doughnut seed. Looking at the unhappy little face, he suddenly got an inspiration. "Wait a second. I have to go inside and get the right seeds." Granddad returned with a handful of seeds. He and the small boy solemnly planted them in a special corner of the vegetable garden. Weeks later, when the real seeds began to break through the soil, the boy became delighted with the tiny seedlings. He spent many afternoons helping Granddad water and hoe and watch them grow. And when the first baby vegetables were harvested, he liked them after all. For weeks, he forgot all about the doughnuts. But then one day at lunch, he said, "Granddad, what happened to our doughnuts? How come they didn't grow?" Granddad paused a moment. "Well, you know, doughnuts are tricky. Some years when you plant them, you get lots of doughnuts." He sighed sadly. "But other years, all that comes up are the holes."
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[A]:
Question: From the first half of the passage we can learn that the boy _ .Options:A possibly doesn't like vegetablesB hates planting anythingC doesn't like playing with his granddadD hates planting vegetables because of his small handsAnswer:A