input: Please answer the following: Write a multi-choice question for the following article: Article: Whenever my dog, Barney, comes into the house after having been for a ride in the car, he runs to the pen  we have set up for him by the back door. It's not something we intentionally trained him to do. The habit came simply because my husband tended to put him in his pen whenever they came in. After doing it a few times, Barney just figures that's what you do when you come inside after a car ride. It's the same with your thinking. You get into the habit of thinking a certain way and then you'll rarely question it after that. This is especially true when you were growing up. You developed habits that just made things easier for you. You probably didn't even think about them. That's just the way it was and that's what you did. Just like Barney thinks he has to go into his pen, you do things automatically as well. For example, when you were a kid, you may have been told not to "talk back" and to just keep quiet about things that were bothering you. These are habits that might have worked to keep you safe and out of trouble when you were young. Now that you're grown up, you may be finding that these previous strategies are actually causing you problems. In a relationship, not communicating isn't going to work as your partner can't read your mind. What works when you're a child may not work when you become an adult. When you decide you need to change your thoughts, your brain may at first feel that it's not a safe thing to do. Lots of practice and years of experience says it's not. Also, you don't know to question the thought. It's a truth for you. The trick is to look at your results and see if your thoughts are the cause. Be willing to question your thinking and ask yourself if there are thoughts that are hindering   you. As you are now in a different phase of your life, different strategies may be needed.
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output: Question: According to the passage, as a kid, one tends to   _  .Options:A be afraid to make mistakesB have the experience of playing with a dogC learn much from adults like his/her parentsD form a habit which can keep his/her out of troubleAnswer:D


input: Please answer the following: Write a multi-choice question for the following article: Article: Once an Englishman named Larry Belmont went to Russia for a holiday. After he got back, some of his friends came. "I had a very dangerous trip while I was in Russia," Larry said. "I went to see a friend in the country when the sun went down, I was still travelling through a forest in a sleigh . It was a long way from my friend's house when about twenty wolves began to follow my sleigh." www.ks5u.com "It was very dark in the forest. There was thick snow on the ground. First I heard the wolves. The noise was terrible! Then I saw long, grey forms among the trees, and soon the wolves were near me. They were running very fast, and they didn't seem to get tired like the horses." "What did you do?" one of Larry's friends asked. "When the wolves got very near," Larry answered, "I put up my gun and shot the first wolf dead. Then all the other wolves stopped and ate it, so my sleigh got away from them for a few minutes. Then they finished their meal, and I heard them coming again. The moon was shining brightly on the snow now, and after a few minutes I saw them running among the trees once more. They came nearer again, and then I shot another one of them, and the others stopped once more to eat it. The same thing happened again, and my horses became more and more tired and ran slower and slower until, after two hours, only one wolf was still alive and following me." "Wasn't it too fat to run?" one of Larry's friends asked.
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output: Question: The purpose of this passage is to  _  .Options:A amuse readersB tell an exciting adventureC praise Larry Belmont's braveryD show the danger of travelling through a forestAnswer:A


input: Please answer the following: Write a multi-choice question for the following article: Article: In modem society there is a great deal of argument about competition.Some value it highly,believing that it is responsible for social progress and prosperity.Others say that competition is bad, that it sets one person against another and that it leads to unfriendly relationship between people. I have taught many children who held the belief that their self-worth relied on how well they performed at tennis and other skills.For them,playing well and winning are often life-and-death affair. In their single-minded pursuit of success,the development of many other human qualities is sadly forgotten. However,while some seem to be lost in the desire to succeed,others take an opposite attitude.In a culture which values only the winner and pays no attention to the ordinary players,they strongly blame competition.Among _ are youngsters who have suffered under competitive pressures from their parents or society.Teaching these young people,I often observe in them a desire to fail.They seem to seek failure by not trying to win or achieve success .By not trying,they always have an excuse:"I may have lost,but it doesn't matter because I really didn't try.'' What is not usually admitted by themselves is the belief that if they had really tried and lost,that would mean a lot.Such a loss would be a measure of their worth. Clearly,this belief is the same as that of the true competitors who try to prove themselves.Both are based on the mistaken belief that one's self-respect relies on how well one performs in comparison with others.Both are afraid of not being valued.Only as this basic and often troublesome fear begins to dissolve can we discover a new meaning in competition.
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output: Question: What is the similar belief of the true competitors and those with a "desire to fail"?Options:A One's worth lies in his performance compared with others'.B One's success in competition needs great efforts.C One's achievement is determined by his particular skills.D One's success is based on how hard he has tried.Answer:A


input: Please answer the following: Write a multi-choice question for the following article: Article: Generations of children grew up reading comic  books secretly, hiding out from parents and teachers who saw them as a waste of time and a risk to young minds. Comics are now gaining a new respectability at school. That is thanks to an increasingly popular and creative program, often aimed at struggling readers, that encourages children to plot, write and draw comic books, in many cases using themes from their own lives. The Comic Book Project was started in 2001 by Michael Bitz at an elementary school in Queens. Since its creation, the program, which is mainly conducted after school, has spread to more than 850 schools across the country. It has gotten a big push from the craze   among teenagers for comic book clubs and for Manga, a wildly popular variety of comic from Japan. The point is not to drop a comic book on a child's desk and say "read this". Rather, the workshops give groups of students the opportunity to work together on stories and characters that they then revise, publish and share with others in their communities. Teachers are finding it easier to teach writing and grammar with material that students are fully invested in . And it turns out that comic books have other built-in advantages. The pairing of visual and written plotlines  that they rely on appear to be especially helpful to struggling readers. No one is suggesting that comic books should take the place of traditional books or for standard reading and composition lessons. Teachers who would once have dismissed comics out of hand are learning to use a style that clearly has a powerful hold on young minds. They are using what works.
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output: