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Read the passage below and choose one correct answer for each question. Silk Weaving in the ASEAN RegionFor the silk textile lover, the ASEAN region contains a treasure trove of the most beautiful hand-woven fabrics found anywhere in the world. These textiles are surprising in their diversity: from the ikats of Cambodia and Thailand, to the golden songket of Indonesia and Malaysia, to the Philippine pina silk and the Vietnamese silk shantung – each country offers its own century-old weaving traditions to visitors. Weaving at the household and village level is done on large wooden frame looms, often under stilt houses. Intricate Cambodian ikats are world-renowned. It can take up to several days or more to produce one meter of an intricate ikat pattern. Ikat patterns were traditionally passed from generation to generation by memory; prior to the war, more than 200 different patterns were known to be in existence, but it is unclear how many have survived. Artisans Angkor, located in both Siem Reap and Phnom Penh, trains young Cambodians from rural areas in the art of weaving and other Cambodian crafts. In Thailand, the cultivation of silkworms and weaving can be traced back thousands of years. Weaving patterns of  Thailand’s finest weaving, including mudmee, or ikat, are rich anddiverse thanks to the influence of the different ethnic groups, including Khmer and Lao peoples. Mudmee is woven throughout the northeast, with each local community having its own distinct styles and designs, incorporating everything from nagas to elephants and peacocks. While chemical dyes are widely available, some weavers continue to practice traditional dyeing methods passed down through the generations. Viet Nam has become a center for large-scale silk worm and thread production in Southeast Asia, including handloomed silk shantung and jacquards, supplying its neighbors where sericulture is limited or disappeared entirely during the war years. Vietnam has 54 different ethnic groups, each with their own distinct weaving traditions. Among the Black Thai in northwest Vietnam’s Son La province, for example, young girls are expected to learn how to raise silk worms and make natural dyes using indigo. Question: All of the following are true about silk weaving in Thailand EXCEPT that    _______.
Read the passage below and choose one correct answer for each question. Silk Weaving in the ASEAN RegionFor the silk textile lover, the ASEAN region contains a treasure trove of the most beautiful hand-woven fabrics found anywhere in the world. These textiles are surprising in their diversity: from the ikats of Cambodia and Thailand, to the golden songket of Indonesia and Malaysia, to the Philippine pina silk and the Vietnamese silk shantung – each country offers its own century-old weaving traditions to visitors. Weaving at the household and village level is done on large wooden frame looms, often under stilt houses. Intricate Cambodian ikats are world-renowned. It can take up to several days or more to produce one meter of an intricate ikat pattern. Ikat patterns were traditionally passed from generation to generation by memory; prior to the war, more than 200 different patterns were known to be in existence, but it is unclear how many have survived. Artisans Angkor, located in both Siem Reap and Phnom Penh, trains young Cambodians from rural areas in the art of weaving and other Cambodian crafts. In Thailand, the cultivation of silkworms and weaving can be traced back thousands of years. Weaving patterns of  Thailand’s finest weaving, including mudmee, or ikat, are rich anddiverse thanks to the influence of the different ethnic groups, including Khmer and Lao peoples. Mudmee is woven throughout the northeast, with each local community having its own distinct styles and designs, incorporating everything from nagas to elephants and peacocks. While chemical dyes are widely available, some weavers continue to practice traditional dyeing methods passed down through the generations. Viet Nam has become a center for large-scale silk worm and thread production in Southeast Asia, including handloomed silk shantung and jacquards, supplying its neighbors where sericulture is limited or disappeared entirely during the war years. Vietnam has 54 different ethnic groups, each with their own distinct weaving traditions. Among the Black Thai in northwest Vietnam’s Son La province, for example, young girls are expected to learn how to raise silk worms and make natural dyes using indigo. Question: What the most distinguished feature of the silk textile in ASEAN?
Read the passage below and choose one correct answer for each question. Silk Weaving in the ASEAN RegionFor the silk textile lover, the ASEAN region contains a treasure trove of the most beautiful hand-woven fabrics found anywhere in the world. These textiles are surprising in their diversity: from the ikats of Cambodia and Thailand, to the golden songket of Indonesia and Malaysia, to the Philippine pina silk and the Vietnamese silk shantung – each country offers its own century-old weaving traditions to visitors. Weaving at the household and village level is done on large wooden frame looms, often under stilt houses. Intricate Cambodian ikats are world-renowned. It can take up to several days or more to produce one meter of an intricate ikat pattern. Ikat patterns were traditionally passed from generation to generation by memory; prior to the war, more than 200 different patterns were known to be in existence, but it is unclear how many have survived. Artisans Angkor, located in both Siem Reap and Phnom Penh, trains young Cambodians from rural areas in the art of weaving and other Cambodian crafts. In Thailand, the cultivation of silkworms and weaving can be traced back thousands of years. Weaving patterns of  Thailand’s finest weaving, including mudmee, or ikat, are rich anddiverse thanks to the influence of the different ethnic groups, including Khmer and Lao peoples. Mudmee is woven throughout the northeast, with each local community having its own distinct styles and designs, incorporating everything from nagas to elephants and peacocks. While chemical dyes are widely available, some weavers continue to practice traditional dyeing methods passed down through the generations. Viet Nam has become a center for large-scale silk worm and thread production in Southeast Asia, including handloomed silk shantung and jacquards, supplying its neighbors where sericulture is limited or disappeared entirely during the war years. Vietnam has 54 different ethnic groups, each with their own distinct weaving traditions. Among the Black Thai in northwest Vietnam’s Son La province, for example, young girls are expected to learn how to raise silk worms and make natural dyes using indigo. Question: Which of the following is true about silk weaving in Cambodia?
Read the passage below and choose one correct answer for each question. Approximately one in two thousand people in Viet Nam has a significant hearing loss. Students who have been deafened in early childhood can be very different to students who have lost hearing later in life in terms of educational disadvantage. For example, their range of vocabulary may be limited, which in turn may affect their level of English literacy. Deaf and hard of hearing students can sometimes prefer visual learning strategies. This can be a challenge in an environment where much essential information is delivered exclusively by word of mouth. Students with a hearing loss may need to use assistive technology to participate in class. This assistive technology can be the laptop where software such as Skype can be used to deliver interpreters or captioning. For some, it will be in the form of listening devices. For others, it will be a combination of technology that includes both listening devices and computer based software. The impact of hearing loss can cause delays in receiving learning material. Students who need information transcribed from tape must sometimes wait for a significant period of time for this to happen. This needs to be considered in terms of developing suitable timelines for the completion of work for each student. Students with hearing loss may appear isolated in the learning environment. The possibility for social contact and interaction with other students is often limited, and this isolation or separateness may have an impact on learning. Participation and interaction in tutorials may be limited.  Students who cannot hear the flow and nuances of rapid verbal exchange will be at a disadvantage. Question: The word “timeline” in paragraph 4 is closest in meaning to ______.
Read the passage below and choose one correct answer for each question. Approximately one in two thousand people in Viet Nam has a significant hearing loss. Students who have been deafened in early childhood can be very different to students who have lost hearing later in life in terms of educational disadvantage. For example, their range of vocabulary may be limited, which in turn may affect their level of English literacy. Deaf and hard of hearing students can sometimes prefer visual learning strategies. This can be a challenge in an environment where much essential information is delivered exclusively by word of mouth. Students with a hearing loss may need to use assistive technology to participate in class. This assistive technology can be the laptop where software such as Skype can be used to deliver interpreters or captioning. For some, it will be in the form of listening devices. For others, it will be a combination of technology that includes both listening devices and computer based software. The impact of hearing loss can cause delays in receiving learning material. Students who need information transcribed from tape must sometimes wait for a significant period of time for this to happen. This needs to be considered in terms of developing suitable timelines for the completion of work for each student. Students with hearing loss may appear isolated in the learning environment. The possibility for social contact and interaction with other students is often limited, and this isolation or separateness may have an impact on learning. Participation and interaction in tutorials may be limited.  Students who cannot hear the flow and nuances of rapid verbal exchange will be at a disadvantage. Question: Learning environment can have negative impact on deaf students when ______ .