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Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.
In the United States, it is important to be on time, or punctual, for an appointment, a class, a meeting, etc... This may not be true in some other countries, however. An American professor discovered this difference while teaching a class in a Brazilian university. The two-hour class was scheduled to begin at 10 a.m, and end at 12 a.m. On the first day, when the professor arrived on time, no one was in the classroom. Many students came after 11 a.m. Although all of the students greeted the professor as they arrived, few apologised for their lateness. Were these students being rude? He decided to study the students’ behavior.
In American university, students are expected to arrive at the appointed hour. On the other hand, in Brazil, neither the teacher nor the students always arrive at the appointed hour. Classes not only begin at the scheduled time in the United States, but they also end at the scheduled time. In the Brazilian class, only a few students left the class at noon, many remained past 12:30 to discuss the class and ask more questions. While arriving late may not be important in Brazil, neither is staying late.
The explanation for these differences is complicated. People from Brazilian and North American cultures have different feelings about lateness. In Brazil, the students believe that a person who usually arrives late is probably more successful than a person who is always on time. In fact, Brazilians expect a person with status or prestige to arrive late, while in the United States, lateness is usually considered to be disrespectful and unacceptable. Consequently, if a Brazilian is late for an appointment with a North America, the American may misinterpret the reason for the lateness and become angry.
As a result for his study, the professor learned that the Brazilian students were not being disrespectful to him. Instead, they were simply behaving the appropriate way for a Brazilian student in Brazil. Eventually, the professor was able to adapt his own behavior to feel comfortable in the new culture.
All of these following sentences are true for the first day of the professor in Brazil EXCEPT
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.
In the United States, it is important to be on time, or punctual, for an appointment, a class, a meeting, etc... This may not be true in some other countries, however. An American professor discovered this difference while teaching a class in a Brazilian university. The two-hour class was scheduled to begin at 10 a.m, and end at 12 a.m. On the first day, when the professor arrived on time, no one was in the classroom. Many students came after 11 a.m. Although all of the students greeted the professor as they arrived, few apologised for their lateness. Were these students being rude? He decided to study the students’ behavior.
In American university, students are expected to arrive at the appointed hour. On the other hand, in Brazil, neither the teacher nor the students always arrive at the appointed hour. Classes not only begin at the scheduled time in the United States, but they also end at the scheduled time. In the Brazilian class, only a few students left the class at noon, many remained past 12:30 to discuss the class and ask more questions. While arriving late may not be important in Brazil, neither is staying late.
The explanation for these differences is complicated. People from Brazilian and North American cultures have different feelings about lateness. In Brazil, the students believe that a person who usually arrives late is probably more successful than a person who is always on time. In fact, Brazilians expect a person with status or prestige to arrive late, while in the United States, lateness is usually considered to be disrespectful and unacceptable. Consequently, if a Brazilian is late for an appointment with a North America, the American may misinterpret the reason for the lateness and become angry.
As a result for his study, the professor learned that the Brazilian students were not being disrespectful to him. Instead, they were simply behaving the appropriate way for a Brazilian student in Brazil. Eventually, the professor was able to adapt his own behavior to feel comfortable in the new culture.
What did the professor learn from the study?
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 30 to 37.
The Roman alphabet took thousands of years to develop, from the picture writing of the ancient Egyptians through modifications by Phoenicians, Greek, Romans, and others. Yet in just a dozen years, one man, Sequoyah, invented an alphabet for the Cherokee people. Bom in eastern Tennessee, Sequoyah was a hunter and a silversmith in his youth, as well as an able interpreter who knew Spanish, French and English.
Sequoyah wanted his people to have the secret of the “talking leaves” as he called his books of white people, and so he set out to design a written form of Cherokee. His chief aim was to record his people’s ancient tribal customs. He began by designing pictographs for every word in the Cherokee vocabulary. Reputedly his wife, angry with him for his neglect of garden and house, burned his notes, and he had to start over. This time, having concluded that picture-writing was cumbersome, he made symbols for the sounds of Cherokee language. Eventually he refined his system to eighty-five characters, which he borrowed from the Roman, Greek, and Hebrew alphabets. He presented this system to the Cherokee General Council in 1821, and it was wholeheartedly approved. The response was phenomenal. Cherokees who had stmggled for months to leam English lettering school picked up the new system in days. Several books were printed in Cherokee, and in 1828, a newspaper, the Cherokee Phoenix, was first published in the new alphabet. Sequoyah was acclaimed by his people.
In his later life, Sequoyah dedicated himself to the general advancement of his people. He went to Washington, D.C, as a representative of the Western tribes. He helped settled bitter differences among Cherokee after their forced movement by the federal government to the Oklahoma territory in the 1930s. He died in Mexico in 1843 while searching for groups of lost Cherokee. A statue of Sequoyah represents Oklahoma in the Statuary Hall in the Capitol building of Washington, DC. However, he is probably chiefly remembered today because Sequoias, the giant redwood trees of California, are named of him.
According to the passage, how long did it take to develop the Cherokee’s alphabet?
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.
In the United States, it is important to be on time, or punctual, for an appointment, a class, a meeting, etc... This may not be true in some other countries, however. An American professor discovered this difference while teaching a class in a Brazilian university. The two-hour class was scheduled to begin at 10 a.m, and end at 12 a.m. On the first day, when the professor arrived on time, no one was in the classroom. Many students came after 11 a.m. Although all of the students greeted the professor as they arrived, few apologised for their lateness. Were these students being rude? He decided to study the students’ behavior.
In American university, students are expected to arrive at the appointed hour. On the other hand, in Brazil, neither the teacher nor the students always arrive at the appointed hour. Classes not only begin at the scheduled time in the United States, but they also end at the scheduled time. In the Brazilian class, only a few students left the class at noon, many remained past 12:30 to discuss the class and ask more questions. While arriving late may not be important in Brazil, neither is staying late.
The explanation for these differences is complicated. People from Brazilian and North American cultures have different feelings about lateness. In Brazil, the students believe that a person who usually arrives late is probably more successful than a person who is always on time. In fact, Brazilians expect a person with status or prestige to arrive late, while in the United States, lateness is usually considered to be disrespectful and unacceptable. Consequently, if a Brazilian is late for an appointment with a North America, the American may misinterpret the reason for the lateness and become angry.
As a result for his study, the professor learned that the Brazilian students were not being disrespectful to him. Instead, they were simply behaving the appropriate way for a Brazilian student in Brazil. Eventually, the professor was able to adapt his own behavior to feel comfortable in the new culture.
In general, what did the Brazilian students think about people who are late?
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 30 to 37.
The Roman alphabet took thousands of years to develop, from the picture writing of the ancient Egyptians through modifications by Phoenicians, Greek, Romans, and others. Yet in just a dozen years, one man, Sequoyah, invented an alphabet for the Cherokee people. Bom in eastern Tennessee, Sequoyah was a hunter and a silversmith in his youth, as well as an able interpreter who knew Spanish, French and English.
Sequoyah wanted his people to have the secret of the “talking leaves” as he called his books of white people, and so he set out to design a written form of Cherokee. His chief aim was to record his people’s ancient tribal customs. He began by designing pictographs for every word in the Cherokee vocabulary. Reputedly his wife, angry with him for his neglect of garden and house, burned his notes, and he had to start over. This time, having concluded that picture-writing was cumbersome, he made symbols for the sounds of Cherokee language. Eventually he refined his system to eighty-five characters, which he borrowed from the Roman, Greek, and Hebrew alphabets. He presented this system to the Cherokee General Council in 1821, and it was wholeheartedly approved. The response was phenomenal. Cherokees who had stmggled for months to leam English lettering school picked up the new system in days. Several books were printed in Cherokee, and in 1828, a newspaper, the Cherokee Phoenix, was first published in the new alphabet. Sequoyah was acclaimed by his people.
In his later life, Sequoyah dedicated himself to the general advancement of his people. He went to Washington, D.C, as a representative of the Western tribes. He helped settled bitter differences among Cherokee after their forced movement by the federal government to the Oklahoma territory in the 1930s. He died in Mexico in 1843 while searching for groups of lost Cherokee. A statue of Sequoyah represents Oklahoma in the Statuary Hall in the Capitol building of Washington, DC. However, he is probably chiefly remembered today because Sequoias, the giant redwood trees of California, are named of him.
According to the passage, a memorial statue of Sequoyah is located in_______.
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.
In the United States, it is important to be on time, or punctual, for an appointment, a class, a meeting, etc... This may not be true in some other countries, however. An American professor discovered this difference while teaching a class in a Brazilian university. The two-hour class was scheduled to begin at 10 a.m, and end at 12 a.m. On the first day, when the professor arrived on time, no one was in the classroom. Many students came after 11 a.m. Although all of the students greeted the professor as they arrived, few apologised for their lateness. Were these students being rude? He decided to study the students’ behavior.
In American university, students are expected to arrive at the appointed hour. On the other hand, in Brazil, neither the teacher nor the students always arrive at the appointed hour. Classes not only begin at the scheduled time in the United States, but they also end at the scheduled time. In the Brazilian class, only a few students left the class at noon, many remained past 12:30 to discuss the class and ask more questions. While arriving late may not be important in Brazil, neither is staying late.
The explanation for these differences is complicated. People from Brazilian and North American cultures have different feelings about lateness. In Brazil, the students believe that a person who usually arrives late is probably more successful than a person who is always on time. In fact, Brazilians expect a person with status or prestige to arrive late, while in the United States, lateness is usually considered to be disrespectful and unacceptable. Consequently, if a Brazilian is late for an appointment with a North America, the American may misinterpret the reason for the lateness and become angry.
As a result for his study, the professor learned that the Brazilian students were not being disrespectful to him. Instead, they were simply behaving the appropriate way for a Brazilian student in Brazil. Eventually, the professor was able to adapt his own behavior to feel comfortable in the new culture.
Why did the professor study the Brazilian students' behaviour?
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.
In the United States, it is important to be on time, or punctual, for an appointment, a class, a meeting, etc... This may not be true in some other countries, however. An American professor discovered this difference while teaching a class in a Brazilian university. The two-hour class was scheduled to begin at 10 a.m, and end at 12 a.m. On the first day, when the professor arrived on time, no one was in the classroom. Many students came after 11 a.m. Although all of the students greeted the professor as they arrived, few apologised for their lateness. Were these students being rude? He decided to study the students’ behavior.
In American university, students are expected to arrive at the appointed hour. On the other hand, in Brazil, neither the teacher nor the students always arrive at the appointed hour. Classes not only begin at the scheduled time in the United States, but they also end at the scheduled time. In the Brazilian class, only a few students left the class at noon, many remained past 12:30 to discuss the class and ask more questions. While arriving late may not be important in Brazil, neither is staying late.
The explanation for these differences is complicated. People from Brazilian and North American cultures have different feelings about lateness. In Brazil, the students believe that a person who usually arrives late is probably more successful than a person who is always on time. In fact, Brazilians expect a person with status or prestige to arrive late, while in the United States, lateness is usually considered to be disrespectful and unacceptable. Consequently, if a Brazilian is late for an appointment with a North America, the American may misinterpret the reason for the lateness and become angry.
As a result for his study, the professor learned that the Brazilian students were not being disrespectful to him. Instead, they were simply behaving the appropriate way for a Brazilian student in Brazil. Eventually, the professor was able to adapt his own behavior to feel comfortable in the new culture.
What is the main idea of this passage?
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 30 to 37.
The Roman alphabet took thousands of years to develop, from the picture writing of the ancient Egyptians through modifications by Phoenicians, Greek, Romans, and others. Yet in just a dozen years, one man, Sequoyah, invented an alphabet for the Cherokee people. Bom in eastern Tennessee, Sequoyah was a hunter and a silversmith in his youth, as well as an able interpreter who knew Spanish, French and English.
Sequoyah wanted his people to have the secret of the “talking leaves” as he called his books of white people, and so he set out to design a written form of Cherokee. His chief aim was to record his people’s ancient tribal customs. He began by designing pictographs for every word in the Cherokee vocabulary. Reputedly his wife, angry with him for his neglect of garden and house, burned his notes, and he had to start over. This time, having concluded that picture-writing was cumbersome, he made symbols for the sounds of Cherokee language. Eventually he refined his system to eighty-five characters, which he borrowed from the Roman, Greek, and Hebrew alphabets. He presented this system to the Cherokee General Council in 1821, and it was wholeheartedly approved. The response was phenomenal. Cherokees who had stmggled for months to leam English lettering school picked up the new system in days. Several books were printed in Cherokee, and in 1828, a newspaper, the Cherokee Phoenix, was first published in the new alphabet. Sequoyah was acclaimed by his people.
In his later life, Sequoyah dedicated himself to the general advancement of his people. He went to Washington, D.C, as a representative of the Western tribes. He helped settled bitter differences among Cherokee after their forced movement by the federal government to the Oklahoma territory in the 1930s. He died in Mexico in 1843 while searching for groups of lost Cherokee. A statue of Sequoyah represents Oklahoma in the Statuary Hall in the Capitol building of Washington, DC. However, he is probably chiefly remembered today because Sequoias, the giant redwood trees of California, are named of him.
The passage is mainly concerned with_______.
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word for each of the blanks THE EARTH GALLERIESTo many people, the word ‘geology’ conjures up rather dull image of lumps of rock in glass cases. People tend to regard geology as an academic subject that you don’t need to know about (56)________you have to study it at school. If you visit te Earth Galleries at London’s Natural history Museum, however, you’ll (57)________that this image couldn’t be further from the truth.
The aim of the exhibition is not to procedure future geologists, but rather to inspire interest in a subject which is relevant to everyday life. The Earth Galleries turn the traditional idea of geological museum (58)________, literacy because you begin at the top. The central space in the museum is a glass-topped atrium. As you enter, you (59)________up to the top of this by escalator. On the (60)________, the escalator passed through a massive revolving globe, measuring eleven metres (61)________diameter. This represents a planet, not necessarily the Earth. (62)________at the top, you work your way down through the six different exhibitions that (63)________the museum.
The individual exhibitions explain natural phenomena such as earthquakes and volcanoes as well as looking at the Earth’s energy (64)________and where our most common building (65)__________come from. These exhibitions allow everyone to appreciate the fascination of geology. Question 65
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word for each of the blanks THE EARTH GALLERIESTo many people, the word ‘geology’ conjures up rather dull image of lumps of rock in glass cases. People tend to regard geology as an academic subject that you don’t need to know about (56)________you have to study it at school. If you visit te Earth Galleries at London’s Natural history Museum, however, you’ll (57)________that this image couldn’t be further from the truth.
The aim of the exhibition is not to procedure future geologists, but rather to inspire interest in a subject which is relevant to everyday life. The Earth Galleries turn the traditional idea of geological museum (58)________, literacy because you begin at the top. The central space in the museum is a glass-topped atrium. As you enter, you (59)________up to the top of this by escalator. On the (60)________, the escalator passed through a massive revolving globe, measuring eleven metres (61)________diameter. This represents a planet, not necessarily the Earth. (62)________at the top, you work your way down through the six different exhibitions that (63)________the museum.
The individual exhibitions explain natural phenomena such as earthquakes and volcanoes as well as looking at the Earth’s energy (64)________and where our most common building (65)__________come from. These exhibitions allow everyone to appreciate the fascination of geology. Question 64
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word for each of the blanks THE EARTH GALLERIESTo many people, the word ‘geology’ conjures up rather dull image of lumps of rock in glass cases. People tend to regard geology as an academic subject that you don’t need to know about (56)________you have to study it at school. If you visit te Earth Galleries at London’s Natural history Museum, however, you’ll (57)________that this image couldn’t be further from the truth.
The aim of the exhibition is not to procedure future geologists, but rather to inspire interest in a subject which is relevant to everyday life. The Earth Galleries turn the traditional idea of geological museum (58)________, literacy because you begin at the top. The central space in the museum is a glass-topped atrium. As you enter, you (59)________up to the top of this by escalator. On the (60)________, the escalator passed through a massive revolving globe, measuring eleven metres (61)________diameter. This represents a planet, not necessarily the Earth. (62)________at the top, you work your way down through the six different exhibitions that (63)________the museum.
The individual exhibitions explain natural phenomena such as earthquakes and volcanoes as well as looking at the Earth’s energy (64)________and where our most common building (65)__________come from. These exhibitions allow everyone to appreciate the fascination of geology. Question 63
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word for each of the blanks THE EARTH GALLERIESTo many people, the word ‘geology’ conjures up rather dull image of lumps of rock in glass cases. People tend to regard geology as an academic subject that you don’t need to know about (56)________you have to study it at school. If you visit te Earth Galleries at London’s Natural history Museum, however, you’ll (57)________that this image couldn’t be further from the truth.
The aim of the exhibition is not to procedure future geologists, but rather to inspire interest in a subject which is relevant to everyday life. The Earth Galleries turn the traditional idea of geological museum (58)________, literacy because you begin at the top. The central space in the museum is a glass-topped atrium. As you enter, you (59)________up to the top of this by escalator. On the (60)________, the escalator passed through a massive revolving globe, measuring eleven metres (61)________diameter. This represents a planet, not necessarily the Earth. (62)________at the top, you work your way down through the six different exhibitions that (63)________the museum.
The individual exhibitions explain natural phenomena such as earthquakes and volcanoes as well as looking at the Earth’s energy (64)________and where our most common building (65)__________come from. These exhibitions allow everyone to appreciate the fascination of geology. Question 62
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word for each of the blanks THE EARTH GALLERIESTo many people, the word ‘geology’ conjures up rather dull image of lumps of rock in glass cases. People tend to regard geology as an academic subject that you don’t need to know about (56)________you have to study it at school. If you visit te Earth Galleries at London’s Natural history Museum, however, you’ll (57)________that this image couldn’t be further from the truth.
The aim of the exhibition is not to procedure future geologists, but rather to inspire interest in a subject which is relevant to everyday life. The Earth Galleries turn the traditional idea of geological museum (58)________, literacy because you begin at the top. The central space in the museum is a glass-topped atrium. As you enter, you (59)________up to the top of this by escalator. On the (60)________, the escalator passed through a massive revolving globe, measuring eleven metres (61)________diameter. This represents a planet, not necessarily the Earth. (62)________at the top, you work your way down through the six different exhibitions that (63)________the museum.
The individual exhibitions explain natural phenomena such as earthquakes and volcanoes as well as looking at the Earth’s energy (64)________and where our most common building (65)__________come from. These exhibitions allow everyone to appreciate the fascination of geology. Question 61