Question: I'm taking a test and have to guess the right answer to the question after the article. Article: To extinguish   different kinds of fires, several types of fire extinguishers have been invented. They must be ready for immediate use when fire breaks out. Most portable   kinds operate for less than a minute, so they are useful only on small fires. The law requires  ships, trains, buses and planes to carry extinguishers. Since fuel, oxygen and heat must be present in order for fire to exist, one or more of these things must be removed or reduced to put out a fire. If the heat is reduced by cooling the material below a certain temperature, the fire goes out. The cooling method is the most common way to put out a fire. Water is the best cooling material because it is low in cost and easy to get. Another method of extinguishing fire is by cutting off the oxygen. This is usually done by covering the fire with sand, steam or some other things. A blanket may be used to cover a small fire. A third method is called separation, which includes removing the fuel, or material easy to burn from a fire, so that it can find no fuel. The method that is used to put out a fire depends on the type of fire. Fires have been grouped in three classes. Fires in wood, paper, cloth and the like are called Class A fires. These materials usually help keep the fire on. Such fires can be stopped most readily by cooling with water. Question: If a fire breaks out on a bus, which of the following should be ready there for you to use? Options: A: Sand B: Water C: A blanket. D: An extinguisher.
Answer: D

Question: I'm taking a test and have to guess the right answer to the question after the article. Article: The creative projects of World Food Program (WFP) focused on preventing hunger from taking hold in the future and breaking the cycle of hunger. Here are some of the ways in which we work to prevent hunger in the future: School Meals As well as directly addressing hunger, School Meals projects encourage families to keep their children in school and help them build better futures. If children aren't hungry they will concentrate on their lessons. With a solid education growing children have a better chance of finding their own way out of hunger. These projects benefit girls especially. For more information: www.wfp.org/schools meals. Food for Assets  WFP's Food for Assets projects provide the hungry with food to lay the foundation for a better tomorrow. When poor farmers no longer have to worry about the next meal, they have the time and energy to build irrigation  systems that can increase production. Similarly, Food for Training projects allow the poor to devote time to learning skills that will sustain  them economically in the future. For more information: www.wfp.org/food-assets. HIV/AIDS WFP uses its food rations  to reduce the blow of HIV and AIDS. The agency distributes its rations to people living with HIV and AIDS, so they can keep providing for their families for longer and have time to transfer vital knowledge and skills to the growing number of AIDS children--the next generation of food providers in developing countries. For more information: www.wfp.org/hiv-aids. Purchase for Progress WFP buys large amounts of food in developing countries. It has this purchasing power and uses it to help poor farmers contact reliable markets where they can get competitive prices for their produce. With secure markets, farmers will be encouraged to produce more and innovate .The knock-on effect is producing more food for everyone. For more information: www.wfp.ofp/purchase-progress. Question: The text is written with the purpose of   _  . Options: A: seeking solutions to some hot issues B: introducing some of WFP's projects C: raising money for the people in need D: calling readers' attention to the poor
Answer: B

Question: I'm taking a test and have to guess the right answer to the question after the article. Article: Contrary to many people believe, highly intelligent children are not necessarily certain to achieve academic success. In fact, so-called gifted students may fail to do well because they are unusually smart. Ensuring that a gifted child reaches his or her potential requires an understanding of what can go wrong and how to satisfy the unusual learning requirements of extremely bright young people. One common problem gifted kids face is that they, and those around them, place too much importance on being smart. Such an emphasis can encourage a belief that bright people do not have to work hard to do well. Although smart kids may not need to work hard in the lower grades, when the work is easy, they may struggle and perform poorly when the work gets harder because they do not make the effort to learn. If the academic achievement of highly intelligent children remains below average for an extended period, many teachers will fail to recognize their potential. As a result, such students may not get the encouragement they need, further depressing their desire to learn. They may fall far behind in their schoolwork and even develop behavior problems. IQ is just one element among many in the recipe for success--Children develop well or struggle in school for a host of reasons apart from IQ. These include motivation and persistence, social competence, and the support of family, educators and friends.  Because highly gifted children solve the most varied thought problems faster and more thoroughly than those with more average talents do, they need additional intellectual stimulation while they wait for the rest of the kids to learn the basics. Two central approaches are used to satisfy the educational needs of such children: acceleration and enrichment. Acceleration means studying material that is part of the standard subjects for older students. Enrichment involves learning information that falls outside the usual subjects. A child might skip one or more grades as a way of accelerating in school. But being with older... Question: According to the passage, which of the following belongs to enrichment activities for talented children? Options: A: Skipping one of more grades and studying together with older children. B: Learning the same material in the standard subjects for older students. C: Learning information that is not included in the regular subjects. D: Learning how to read with fluency even in their pre-school days.
Answer: