Question: I'm taking a test and have to guess the right answer to the question after the article. Article: Christian Eijkman, a Dutch doctor, left the Netherlands for the island of Java. Many people on the island had a disease called beri-beri. He was going there to try and find a _ . At first, Eijkman thought some kind of germ caused beri-beri. He raised some chickens. He didn't eat them, but made experiments on them. The local people were quite surprised at that. One day he noticed that his chickens became sick when they were fed the food most Javanese ate -- refined white rice . When he fed them with unrefined rice, also known as brown rice, they recovered. Eijkman realized that he had made an important discovery -- that some things in food could prevent disease. These things were named vitamins . The Javanese were not getting enough vitamins because they had actually removed the part that contains vitamins. Later, other diseases were also found to be caused by the lack of vitamins in a person's food. Today many people know the importance of vitamins and they make sure they have enough vitamins from the food they eat. If they don't, they can also take vitamin pills. Question: We can learn from the passage that _ . Options: A: beri-beri was caused by chickens B: Christian Eijkman's experiment was successful C: the Javanese didn't like vitamins D: the Javanese's disease was caused by a kind of germ
Answer: B

Question: I'm taking a test and have to guess the right answer to the question after the article. Article: On a hot summer's day Jonathan and his classmates were anxiously sitting in their classroom, waiting for the final bell of the day to sound. Jonathan prayed that the bell would ring soon, because he wanted to quickly run home before the three huge, fat, smelly bullies could see him. Every day the three bullies would wait there for an innocent school kid to tease and bully. The moment the bell sounded, Jonathan rushed out with his bag. He sped off across the school field and out onto the walkway. However, all of his effort was useless because leaning on a fence were the three bullies. Jonathan thought about crossing the street next to him, but it would be too risky. So he hid behind a small bush in hope that the three would leave. But he moved too quickly and was seen by one of the bullies. They approached him then. One bully grabbed Jonathan by the collar of his shirt and grabbed the money out of Jonathan's pocket and put it into his own. "G-Give it back", Jonathan weakly said. "G-G-Give it b-back", mocked the bully. The other two bullies laughed. Beside them was a small dirty stream. "Let's throw him in there", said one of the bullies. Then they threw Jonathan into the stream and walked off down the walkway. Jonathan shakily picked himself up out of the creek and continued his walk home with his head down and tears in his eyes. He dared not cry because he knew boys didn't cry. Jonathan arrived at his house where his mother was waiting outside the front door with an angry look on her face. "Why are you so late and dirty?" she asked curiously. "I slipped", he quietly replied. Question: Jonathan didn't tell the truth to his mother because _ . Options: A: he felt ashamed after being bullied B: he wanted to be considered a boy C: he didn't dare to tell it to his mother D: he was not allowed to play in the creek
Answer: B

Question: I'm taking a test and have to guess the right answer to the question after the article. Article: My students often tell me that they don't have "enough time" to do all their schoolwork. My reply is often a brief "You have as much time as the president."I usually carry on a bit about there being twenty-four hours in the day for everyone, and suggest that "not enough time" is not an acceptable explanation of not getting something done. Once in graduate school,I tried to prove to one of my professors by saying that I was working hard.His answer to me was. "That's irrelevant .What's important is the quality of your work. " Since then I have had time to think carefully about the "hard worker" dodge ,and I have come to some conclusions--all relevant to the problem of how much time we have. If you analyze the matter, you can identify two parts of the prob1em:There is, of course,the matter of "time", which we call think of as fixed. Then there is the problem of "work" during that time. But, as my professor suggested, it's not how hard one works but the quality of the product that's important. That led me to a new idea: the quality of the work.That concept is perhaps best explained by a sign I once saw on the wall in someone s office: "Don't work harder. Work smarter." There is a lot of sense in that idea. If you can't get more time,and few of US can,the only solution is to improve the quality of the work.That means thinking of ways to get more out of the same time than we might otherwise get.That should lead us to an analysis of our work habits.Since "work" for students usually means "homework", the expression "work habits' should be read as "study habits". Then, as a smart student,you will seek to improve those skills that you use in study, chiefly reading and writing. If you learn to read better and write better,there are big advantages that pay off in all your studies. Question: Which of the following is TRUE according to the passage? Options: A: The author's students make good use of their time to do all their homework. B: The author tried to tell the professor that he/she(the author) had done a good job. C: You can't improve the quality of the work if you can't get more time. D: You'11 try to improve your skills in reading and writing if you're a clever student.
Answer:
D