*Question*
I'm taking a test and have to guess the right answer to the question after the article. Article: John once told me a story about his friend, Michael. Michael happened to be on a train sitting next to a young man who seemed worried. Finally the young man told the friend that he was a convict returning home from a prison far away. What he did had brought shame on his family, and they had neither visited him nor written to him. He hoped, however, that this was only because they were too poor to travel and too busy to write. When he was set free he had written to tell them he wanted to go home. To make matters easy for them, however, he had asked them to put up a signal for him when the train passed their little farm. If the family had forgiven him, they were to put up a white ribbon in the big apple tree near the railway. If they didn't want him back, they were to do nothing, and he would stay on the train, and go far away. As the train neared his hometown his _ became so great that he was afraid to look out of the window. He asked Michael to watch for the big apple tree. They changed seats. In a minute, Michael put his hand on the young convict's shoulder, "There it is," His eyes was filled with sudden tears. "It's all right. The whole tree is white with ribbons." Question: Why was Michael asked to watch for the apple tree? Options: A: The young man was afraid that he was refused by his family. B: The young man's seat was far from the window. C: The young man was afraid of seeing the white ribbons in the tree. D: The young man was sure that his family would accept him.
**Answer**
A

*Question*
I'm taking a test and have to guess the right answer to the question after the article. Article: Further education is officially described as the"post-secondary stage of education, comprising all vocational and non-vocational provision made for young people who have left school, or for adults". Further education thus embraces the vast range of university, technical, commercial, and art education and the wide field of adult education. It is this sector of education, which is concerned with education beyond the normal school-leaving ages of 16 or 18, that has experienced the most astonishing growth in the number of students. In the 19th century the dominance of Oxford and Cambridge was challenged by the rise of the civic universities, such as London, Manchester, and Birmingham. Following the lead of the 18th century German universities and responding to a public demand for increased opportunity for higher education, Britain's new civic universities quickly acquired recognition--not only in technological fields but also in the fine and liberal arts. Many new post-school technical colleges were founded in the early 20th century. The Fisher Act of 1918 empowered the local authorities to levy a rate (tax) to finance such colleges. The universities, on the other hand, received funds from the central government through the University Grants Committee, established in 1911 and recognized in 1920, after World War I. A new type of technical college was established in the 1960s--the polytechnic, which provides mainly technological courses of university level as well as courses of a general kind in the arts and sciences. Polytechnics are chartered to award degrees validated by a Council for National Academic Awards. Thus, the third level in the United Kingdom is made up of colleges of further education, technical colleges, polytechnics, and universities. The colleges offer full-time and part-time courses beyond compulsory-school level. Polytechnics and universities are mainly responsible for degrees and research. The innovative Open University, with its flexible admission policy and study arrangements, opened in... Question: The proper title for this passage should be " _ ". Options: A: British Further Education B: Changes in British Education C: Polytechnics and Universities in Britain D: Less Opportunity for Higher Education
**Answer**
A

*Question*
I'm taking a test and have to guess the right answer to the question after the article. Article: "It's really cool to have a dad who flies fighter jets,"thought 11-year-old Casey as she was watching him fly overhead. Living on an Air Force base was not as bad as some people might think. Casey rather enjoyed being around friends who had something in common with each other. They had their own school, bowling area, and movie theatre. She especially loved it when her dad would come home each day and greet her with a new joke and tickles. Today was different, though. When her dad walked into the room, he looked sad for some reason. He just kissed her on the forehead and told her mum that he needed to talk to her. Casey knew something was wrong. When her mum and dad came out of the other room, mum was crying. Dad sat down and began to explain that he has been called to go to Iraq to help with the war effort. Casey was so surprised that she couldn't speak for a moment. She began to feel tears in her eyes. How could she live without her dad for a whole year? Soon, the day came. Her dad was leaving. As Casey and her mom watched him climb up the steps to his cockpit, the tears began to flow and it felt like _ would never end. It was hard for Casey to believe that she wouldn't be seeing her dad for so long. They depended on him for so many things. Who would fix the broken window? Who would greet her with jokes and tickles at the end of the day? And then the thought hit her, " What if he doesn't make it home?" Casey began to sob more than ever. Question: What can we know from the story? Options: A: Casey's dad volunteered to help with the war. B: Casey's parents didn't let her know the truth. C: Casey's dad amused her in the morning usually. D: Children living on the base could see movies in their theater.
**Answer**
D

*Question*
I'm taking a test and have to guess the right answer to the question after the article. Article: Inside the pleasingly fragrant cafe, So All May Eat(SAME) in downtown Denver, the spirit of generosity is instantly noticeable: A donation box stands in place of a cash register. Customers here pay only what they can afford, no questions asked. A risky business plan, perhaps, but SAME Cafe has done one unchangeable thing in the Mile High City for six years: Open only at midday, the restaurant provides poor local people with healthy, delicious lunches six days a week. Those unable to pay for their meals can instead volunteer as waiters and waitresses, and dishwashers, or look after the buildings and equipment for the cafe. "It's based on trust, and it's working all right" , says co-owner Brad Birky , who started the cafe in 2006. With his wife Libby. Previously volunteering at soup kitchens, the Birkys were dissatisfied with the often unhealthy meals they served there. "We wanted to offer quality food in a restaurant where everyone felt comfortable ,regardless of their circumstances," Birky says. SAME's special lunch menu changes daily and most food materials are natural and grown by local farmers. The cafe now averages 65 to 70 customers (and eight volunteers) a day. And the spirit of generosity behind the project appears to be spreading. In early 2007,one volunteer who had cleared snow for his meals during the long winter said goodbye to the Birkys," He said he was going to New Orleans to help with the hurricane cleanup," says Birky. Question: What can we learn about the soup kitchens the Birkys prcviously worked for? Options: A: They refused to have volunteers. B: They offered low quality food. C: They provided customers with a good environment. D: They closed down because of poor management.
**Answer**
B