Read the following context and choose the correct option to answer the question. Context: He had apparently spaced out for a second or two. When he came to, a large, annoyed woman was leaning in toward him. "Mister? Mister, are you even listening to me?" He looked at the receding rows of fluorescent lights on the struts of the cavernous ceiling, the gleaming linoleum floors, the pallets of sale-priced plastic coolers and Special K and motor oil, and then he looked at the rack of merchandise at his back and understood that he was in a Wal-Mart, behind the returns counter. He heard his own voice saying, as if by reflex, "Do you have your receipt?" * At the first opportunity, he locked himself in a bathroom stall and dug out his wallet. His driver's license showed the right name, birthdate, and photo, but it had been issued by the State of North Carolina, and it listed an address he'd never heard of. He scrubbed his face at the sink. It was him in the mirror, a tanned and healthy 56, hair mostly gray but still all there. He felt groggy, as if he'd woken prematurely. It was only the numbness, he thought, that kept the panic at bay. If he didn't push, he found he knew the answers to some questions. He was due to clock out in an hour. When he left the parking lot he would go under the highway, turn left, and merge. * He found his way to a battered white Toyota pickup in the employee section. The key in his pocket started the engine. He forced himself not to think too hard as he drove, taking the turns that seemed to have a certain inevitability. He wound up on a dirt road near someplace called Pittsboro, in front of a small brick house surrounded by high yellow grass, pines, and live oaks. Question: How does he feel about his appearance? Options: A. not enough information B. He looks good for his age: not bald, not sick C. He has black eyes and no idea how he got them. D. He avoids looking in the mirror and he isn't sure why.
B

Read the following context and choose the correct option to answer the question. Context: I have been a teacher for many years and so many of my students have done nice things for me..they are just nice people. I retired last year and was a substitute teacher this last school year. In June a teacher I had just subbed for a half day needed emergency surgery and I was asked to go in and finish her year. Good thing it was in an area I knewEnglish and Social at the grade 9 level. The kids were pretty goodsome were a handful but most of them were very accommodating. They were also writing important provincial exams at the end of the year and were getting stressed out about it. As I was getting them ready to write their exam, I took a few moments to thank them for welcoming me into their classroom and making my jobwhile not easy.at least a rewarding experience. One boy who seemed to complain about everything.thanked me for taking ownership and preparing them for final exams. I had recognized that his argumentative nature was his way of dealing with stress and tried not to let it affect my teaching. That mostly worked. There was a time when I told him, quite loudly, that if he had spent his time getting ready to do assignments instead of arguinghe could have been finished days ago. He just nodded his head and got to work. It was a nice gesture that he was able to thank me for doing my job.that he recognized that some things were out of his control and to just get on with it. A life lesson that I am still learning, by the way. Every day lately, I have had something nice happen to me with my students. I am feeling blessed. Question: At the end of this story she is probably Options: A. Still teaching because she has to B. Not teaching anymore because the students were too challenging C. Still teaching because she enjoys it D. not enough information
C

(Q).
Read the following context and choose the correct option to answer the question. Context: Normal practice when handling ancient artifacts is to move carefully and minimize any sudden movements. Shaking the object is definitely not encouraged. But that's exactly what wea group of museum curators and conservatorsdid when this exquisite Greek black-glazed kantharos (wine cup) was temporarily removed from display during the reinstallation of the Getty Museum's antiquities collection at the Getty Villa. One of just a handful of "rattling cups" that survive from the fifth and fourth centuries B.C., we wanted to learn more about how it was made.(1) Although we were eager to find out what was below the surface of the cup, we started by examining its exterior. The kantharos's distinctive shape, with profiled lip, tall foot, and elegant, upward-sweeping handles, is characteristic of black-glazed pottery made in the second half of the fourth century B.C., and replicates the form of luxury vessels in metal. Although the cup is currently catalogued as South Italian, the shapeand its striking decorationare also typical of Athenian manufacture, and it may in fact have been produced there.(2) During the fourth century B.C., Athenian pottery was both imported into southern Italy and imitated by local craftsmen. The best South Italian versions were meant to be difficult to distinguish from Athenian examples, and we are continuing to investigate where ours may have been made. A Greek inscription applied in gilt around the rim reads: ("KASTORPOLYDEUIKES"). Kastor and Polydeukes were twin sons of Zeusknown together as the Dioskouroiand were worshipped as protectors of sailors, horsemen, and chariot racing.(3) The inscription indicates that the kantharos was dedicated to them, perhaps as thanks foror in hope ofsafe passage at sea or a successful race. The gold decoration supports this idea: because each brother split his time between Mt. Olympus and Hades, they were often represented by stars, depicted here beneath the cup's rim. Further, the wreath, garlands, and bucrania (skulls of... Question: How long did the curators probably study the cup? Options: A. Several months B. not enough information C. Several weeks D. Several years
(A).
C