Mark the letter A, B,C or D on your answer sheet to indicate the word whose underlined part differs from the other three in pronunciation in each of the following questions.

Mark the letter A, B,C or D on your answer sheet to indicate the word whose underlined part differs from the other three in pronunciation in each of the following questions.

* Mark the letter A, B, C or D on your answer sheet to indicate the word whose differs from the other three in stress in each of the following questions.

Mark the letter A, B, C or D on your answer sheet to indicate the word whose differs from the other three in stress in each of the following questions.

Mark the letter A, B, C or D on your answer sheet to indicate the underlined part that needs correction in each of the following questions.

I find that necessary to do something about traffic problem in our city.

Mark the letter A, B, C or D on your answer sheet to indicate the underlined part that needs correction in each of the following questions.

There are few areas of human experience that have not been writing about.

Mark the letter A, B, C or D on your answer sheet to indicate the underlined part that needs correction in each of the following questions.

In the past, polite men had stood up when women entered the room.

Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions.

Peter is working in an office. He’s a white- .................. worker.

Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions.

Just keep .................. on the baby while I cook the supper, will you?

Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions.

He clearly had no .................. of doing any work, although it was only a week till the exam.

Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions.

Not a word .................. since the exam started.

Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions.

She showed her .................. by asking lots of trivial questions.

Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions.

An only child often creates an .................. friend to play with.

Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions.

He has a very outgoing .................. and makes friends very easily.

Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions.

Your .................. to life decides whether you are happy or not.

Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions.

People are advised to .................. smoking because of its harm to their health.

Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions.

They decided to divorce and Mary is .................. to get the right to raise the child.

Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions.

Some researchers have just .................. a survey of young people’s points of view on contractual marriage.

Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions.

It is not easy to .................. our beauty when we get older and older.

Mark the letter A, B, C, or D on your answer sheet to indicate the most suitable response to complete each of the following exchanges.

- Harry: "I'm going on holiday tomorrow."

   - An: “....................................................................... ”

Mark the letter A, B, C, or D on your answer sheet to indicate the most suitable response to complete each of the following exchanges.

- Hoa: "Write to me when you get home."

          - Phong: “.......................................................................”

* Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that is CLOSET in meaning to the underlined word(s) in each of the following questions.

Professor Berg was very interested in the diversity of cultures all over the world.

* Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that is CLOSET in meaning to the underlined word(s) in each of the following questions.

I don't like that man. There is a sneaky look on his face.

Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that is OPPOSITE in meaning to the underlined word(s) in each of the following questions.

She decided to remain celibate and devote her life to helping the homeless and orphans.

Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that is OPPOSITE in meaning to the underlined word(s) in each of the following questions.

Maria will take charee of the advertising for the play.

Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that is closest in meaning to each of the following questions.

“If I were you, I'd tell him the truth, ” she said to me.

Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that is closest in meaning to each of the following questions.

David seems really ill at case in front of all those people.

Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that is closest in meaning to each of the following questions.

Those students should be punished for what they have done.

Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that best combines each pair of sentences in the following questions.

I have to support my family. I want to find a job.

Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that best combines each pair of sentences in the following questions.

The workers finished their work. They left for home.

* Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that bestfits each of the numbered blanks from 31 to 35.

   The relationship between students and teachers is less formal in the USA than in many other countries. American students do not stand up (1) .................. their teachers enter the room. Students are encouraged to ask questions during class, to stop in the teacher’s office for extra help, and to phone if they are absent. Most teachers (2) .................. students to enter class late or leave early if necessary. (3) .................. the lack of formality, students are still expected to be polite to their teachers and fellow classmates.

   When students want to ask questions, they usually (4) .................. a hand and wait to be called on. When a test is being given, talking to a classmate is not only rude but also risky. Most American teachers consider that students who are talking to each other (5) .................. a test are cheating.

Điền vào ô 1

* Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that bestfits each of the numbered blanks from 31 to 35.

   The relationship between students and teachers is less formal in the USA than in many other countries. American students do not stand up (1) .................. their teachers enter the room. Students are encouraged to ask questions during class, to stop in the teacher’s office for extra help, and to phone if they are absent. Most teachers (2) .................. students to enter class late or leave early if necessary. (3) .................. the lack of formality, students are still expected to be polite to their teachers and fellow classmates.

   When students want to ask questions, they usually (4) .................. a hand and wait to be called on. When a test is being given, talking to a classmate is not only rude but also risky. Most American teachers consider that students who are talking to each other (5) .................. a test are cheating.

Điền vào ô 2

* Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that bestfits each of the numbered blanks from 31 to 35.

   The relationship between students and teachers is less formal in the USA than in many other countries. American students do not stand up (1) .................. their teachers enter the room. Students are encouraged to ask questions during class, to stop in the teacher’s office for extra help, and to phone if they are absent. Most teachers (2) .................. students to enter class late or leave early if necessary. (3) .................. the lack of formality, students are still expected to be polite to their teachers and fellow classmates.

   When students want to ask questions, they usually (4) .................. a hand and wait to be called on. When a test is being given, talking to a classmate is not only rude but also risky. Most American teachers consider that students who are talking to each other (5) .................. a test are cheating.

Điền vào ô 3

* Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that bestfits each of the numbered blanks from 31 to 35.

   The relationship between students and teachers is less formal in the USA than in many other countries. American students do not stand up (1) .................. their teachers enter the room. Students are encouraged to ask questions during class, to stop in the teacher’s office for extra help, and to phone if they are absent. Most teachers (2) .................. students to enter class late or leave early if necessary. (3) .................. the lack of formality, students are still expected to be polite to their teachers and fellow classmates.

   When students want to ask questions, they usually (4) .................. a hand and wait to be called on. When a test is being given, talking to a classmate is not only rude but also risky. Most American teachers consider that students who are talking to each other (5) .................. a test are cheating.

Điền vào ô 4

* Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that bestfits each of the numbered blanks from 31 to 35.

   The relationship between students and teachers is less formal in the USA than in many other countries. American students do not stand up (1) .................. their teachers enter the room. Students are encouraged to ask questions during class, to stop in the teacher’s office for extra help, and to phone if they are absent. Most teachers (2) .................. students to enter class late or leave early if necessary. (3) .................. the lack of formality, students are still expected to be polite to their teachers and fellow classmates.

   When students want to ask questions, they usually (4) .................. a hand and wait to be called on. When a test is being given, talking to a classmate is not only rude but also risky. Most American teachers consider that students who are talking to each other (5) .................. a test are cheating.

Điền vào ô 5

* 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 36 to 42.

   The increase in international business and in foreign investment has created a need for executives with knowledge of foreign languages and skills in cross-culture communication. Americans, however, have not been well trained in either area and, consequently, have not enjoyed the same level of success in negotiation in an international arena as have their foreign counterpart.

   Negotiating is the process of communicating back and forth for the purpose of reaching an agreement. It involves persuasion and compromise, but in order to participate in either one, the negotiators must understand the ways in which people are persuaded and how compromise is reached within the culture of the negotiation.

   In many international business negotiations abroad, Americans are perceived as wealthy and impersonal. It often appears to the foreign negotiator that the American represents a large multimillion-dollar corporation that can afford to pay the price without bargaining further. The American negotiator’s role becomes that of an impersonal purveyor of information and cash, an image that succeeds only in undermining the negotiation.

   In studies of American negotiators abroad, several traits have been indentified that may serve to confirm this stereotypical perception, while subverting the negotiator's position. Two traits in particular that cause cross-culture misunderstanding are directness and impatience on the part of American negotiator. Furthermore, American negotiators often insist on realizing short-term goals. Foreign negotiators, on the other hand, may value the relationship established between negotiators and may be willing to invest time in it for long-term benefits. In order to solidify the relationship, they may opt for indirect interactions without regard for the time involved in getting to know the other negotiator.

   Clearly, perceptions and differences in values affect the outcomes of negotiations and the success of negotiators. For Americans to play a more effective role in international business negotiations, they must put forth more effort to improve cross-cultural understanding.

What is the author’s main point?

* 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 36 to 42.

   The increase in international business and in foreign investment has created a need for executives with knowledge of foreign languages and skills in cross-culture communication. Americans, however, have not been well trained in either area and, consequently, have not enjoyed the same level of success in negotiation in an international arena as have their foreign counterpart.

   Negotiating is the process of communicating back and forth for the purpose of reaching an agreement. It involves persuasion and compromise, but in order to participate in either one, the negotiators must understand the ways in which people are persuaded and how compromise is reached within the culture of the negotiation.

   In many international business negotiations abroad, Americans are perceived as wealthy and impersonal. It often appears to the foreign negotiator that the American represents a large multimillion-dollar corporation that can afford to pay the price without bargaining further. The American negotiator’s role becomes that of an impersonal purveyor of information and cash, an image that succeeds only in undermining the negotiation.

   In studies of American negotiators abroad, several traits have been indentified that may serve to confirm this stereotypical perception, while subverting the negotiator's position. Two traits in particular that cause cross-culture misunderstanding are directness and impatience on the part of American negotiator. Furthermore, American negotiators often insist on realizing short-term goals. Foreign negotiators, on the other hand, may value the relationship established between negotiators and may be willing to invest time in it for long-term benefits. In order to solidify the relationship, they may opt for indirect interactions without regard for the time involved in getting to know the other negotiator.

   Clearly, perceptions and differences in values affect the outcomes of negotiations and the success of negotiators. For Americans to play a more effective role in international business negotiations, they must put forth more effort to improve cross-cultural understanding.

According to the author, what is the purpose of negotiation?

* 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 36 to 42.

   The increase in international business and in foreign investment has created a need for executives with knowledge of foreign languages and skills in cross-culture communication. Americans, however, have not been well trained in either area and, consequently, have not enjoyed the same level of success in negotiation in an international arena as have their foreign counterpart.

   Negotiating is the process of communicating back and forth for the purpose of reaching an agreement. It involves persuasion and compromise, but in order to participate in either one, the negotiators must understand the ways in which people are persuaded and how compromise is reached within the culture of the negotiation.

   In many international business negotiations abroad, Americans are perceived as wealthy and impersonal. It often appears to the foreign negotiator that the American represents a large multimillion-dollar corporation that can afford to pay the price without bargaining further. The American negotiator’s role becomes that of an impersonal purveyor of information and cash, an image that succeeds only in undermining the negotiation.

   In studies of American negotiators abroad, several traits have been indentified that may serve to confirm this stereotypical perception, while subverting the negotiator's position. Two traits in particular that cause cross-culture misunderstanding are directness and impatience on the part of American negotiator. Furthermore, American negotiators often insist on realizing short-term goals. Foreign negotiators, on the other hand, may value the relationship established between negotiators and may be willing to invest time in it for long-term benefits. In order to solidify the relationship, they may opt for indirect interactions without regard for the time involved in getting to know the other negotiator.

   Clearly, perceptions and differences in values affect the outcomes of negotiations and the success of negotiators. For Americans to play a more effective role in international business negotiations, they must put forth more effort to improve cross-cultural understanding.

The word undermining in paragraph 3 is closest in meaning to .................... 

* 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 36 to 42.

   The increase in international business and in foreign investment has created a need for executives with knowledge of foreign languages and skills in cross-culture communication. Americans, however, have not been well trained in either area and, consequently, have not enjoyed the same level of success in negotiation in an international arena as have their foreign counterpart.

   Negotiating is the process of communicating back and forth for the purpose of reaching an agreement. It involves persuasion and compromise, but in order to participate in either one, the negotiators must understand the ways in which people are persuaded and how compromise is reached within the culture of the negotiation.

   In many international business negotiations abroad, Americans are perceived as wealthy and impersonal. It often appears to the foreign negotiator that the American represents a large multimillion-dollar corporation that can afford to pay the price without bargaining further. The American negotiator’s role becomes that of an impersonal purveyor of information and cash, an image that succeeds only in undermining the negotiation.

   In studies of American negotiators abroad, several traits have been indentified that may serve to confirm this stereotypical perception, while subverting the negotiator's position. Two traits in particular that cause cross-culture misunderstanding are directness and impatience on the part of American negotiator. Furthermore, American negotiators often insist on realizing short-term goals. Foreign negotiators, on the other hand, may value the relationship established between negotiators and may be willing to invest time in it for long-term benefits. In order to solidify the relationship, they may opt for indirect interactions without regard for the time involved in getting to know the other negotiator.

   Clearly, perceptions and differences in values affect the outcomes of negotiations and the success of negotiators. For Americans to play a more effective role in international business negotiations, they must put forth more effort to improve cross-cultural understanding.

Which of the following is mentioned as a criterion necessary for negotiation?

* 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 36 to 42.

   The increase in international business and in foreign investment has created a need for executives with knowledge of foreign languages and skills in cross-culture communication. Americans, however, have not been well trained in either area and, consequently, have not enjoyed the same level of success in negotiation in an international arena as have their foreign counterpart.

   Negotiating is the process of communicating back and forth for the purpose of reaching an agreement. It involves persuasion and compromise, but in order to participate in either one, the negotiators must understand the ways in which people are persuaded and how compromise is reached within the culture of the negotiation.

   In many international business negotiations abroad, Americans are perceived as wealthy and impersonal. It often appears to the foreign negotiator that the American represents a large multimillion-dollar corporation that can afford to pay the price without bargaining further. The American negotiator’s role becomes that of an impersonal purveyor of information and cash, an image that succeeds only in undermining the negotiation.

   In studies of American negotiators abroad, several traits have been indentified that may serve to confirm this stereotypical perception, while subverting the negotiator's position. Two traits in particular that cause cross-culture misunderstanding are directness and impatience on the part of American negotiator. Furthermore, American negotiators often insist on realizing short-term goals. Foreign negotiators, on the other hand, may value the relationship established between negotiators and may be willing to invest time in it for long-term benefits. In order to solidify the relationship, they may opt for indirect interactions without regard for the time involved in getting to know the other negotiator.

   Clearly, perceptions and differences in values affect the outcomes of negotiations and the success of negotiators. For Americans to play a more effective role in international business negotiations, they must put forth more effort to improve cross-cultural understanding.

It can be referred from paragraph 1 that .................. 

* 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 36 to 42.

   The increase in international business and in foreign investment has created a need for executives with knowledge of foreign languages and skills in cross-culture communication. Americans, however, have not been well trained in either area and, consequently, have not enjoyed the same level of success in negotiation in an international arena as have their foreign counterpart.

   Negotiating is the process of communicating back and forth for the purpose of reaching an agreement. It involves persuasion and compromise, but in order to participate in either one, the negotiators must understand the ways in which people are persuaded and how compromise is reached within the culture of the negotiation.

   In many international business negotiations abroad, Americans are perceived as wealthy and impersonal. It often appears to the foreign negotiator that the American represents a large multimillion-dollar corporation that can afford to pay the price without bargaining further. The American negotiator’s role becomes that of an impersonal purveyor of information and cash, an image that succeeds only in undermining the negotiation.

   In studies of American negotiators abroad, several traits have been indentified that may serve to confirm this stereotypical perception, while subverting the negotiator's position. Two traits in particular that cause cross-culture misunderstanding are directness and impatience on the part of American negotiator. Furthermore, American negotiators often insist on realizing short-term goals. Foreign negotiators, on the other hand, may value the relationship established between negotiators and may be willing to invest time in it for long-term benefits. In order to solidify the relationship, they may opt for indirect interactions without regard for the time involved in getting to know the other negotiator.

   Clearly, perceptions and differences in values affect the outcomes of negotiations and the success of negotiators. For Americans to play a more effective role in international business negotiations, they must put forth more effort to improve cross-cultural understanding.

According to the passage, how can American businesspersons improve their negotiation skills?

* 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 36 to 42.

   The increase in international business and in foreign investment has created a need for executives with knowledge of foreign languages and skills in cross-culture communication. Americans, however, have not been well trained in either area and, consequently, have not enjoyed the same level of success in negotiation in an international arena as have their foreign counterpart.

   Negotiating is the process of communicating back and forth for the purpose of reaching an agreement. It involves persuasion and compromise, but in order to participate in either one, the negotiators must understand the ways in which people are persuaded and how compromise is reached within the culture of the negotiation.

   In many international business negotiations abroad, Americans are perceived as wealthy and impersonal. It often appears to the foreign negotiator that the American represents a large multimillion-dollar corporation that can afford to pay the price without bargaining further. The American negotiator’s role becomes that of an impersonal purveyor of information and cash, an image that succeeds only in undermining the negotiation.

   In studies of American negotiators abroad, several traits have been indentified that may serve to confirm this stereotypical perception, while subverting the negotiator's position. Two traits in particular that cause cross-culture misunderstanding are directness and impatience on the part of American negotiator. Furthermore, American negotiators often insist on realizing short-term goals. Foreign negotiators, on the other hand, may value the relationship established between negotiators and may be willing to invest time in it for long-term benefits. In order to solidify the relationship, they may opt for indirect interactions without regard for the time involved in getting to know the other negotiator.

   Clearly, perceptions and differences in values affect the outcomes of negotiations and the success of negotiators. For Americans to play a more effective role in international business negotiations, they must put forth more effort to improve cross-cultural understanding.

The American negotiator is described as all of the following 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 43 to 50.

   In most discussions of cultural diversity, attention has focused on visible, explicit aspects of culture, such as language, dress, food, religion, music, and social rituals. Although they are important, these visible expressions of culture, which are taught deliberately and learned consciously, are only the tip of the iceberg of culture. Much of culture is taught and learned implicitly, or outside awareness. Thus, neither cultural insiders nor cultural outsiders are aware that certain “invisible” aspects of their culture exist.

   Invisible elements of culture are important to us. For example, how long we can be late before being impolite, what topics we should avoid in a conversation, how we show interest or attention through listening behavior, what we consider beautiful or ugly- these are all aspects of culture that we learn and use without being aware of it. When we meet other people whose invisible cultural assumptions differ from those we have learned implicitly, we usually do not recognize their behavior as cultural in origin.

   Differences in invisible culture can cause problems in cross-cultural relations. Conflicts may arise when we are unable to recognize others’ behavioral differences as cultural rather than personal. We tend to misinterpret other people’s behavior, blame them, or judge their intentions or competence without realizing that we are experiencing cultural rather than individual differences.

   Formal organizations and institutions, such as schools, hospitals, workplaces, governments, and the legal system are collection sites for invisible cultural differences. If the differences were more visible, we might have less misunderstanding. For example, if we met a man in a courthouse who was wearing exotic clothes, speaking a language other than ours, and carrying food that looked strange, we would not assume that we understood his thoughts and feelings or that he understood ours. Yet when such a man is dressed similarly to us, speaks our language, and does not differ from us in other obvious ways, we may fail to recognize the invisible cultural differences between us. As a result, mutual misunderstanding may arise.

What is the main purpose of the 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 43 to 50.

   In most discussions of cultural diversity, attention has focused on visible, explicit aspects of culture, such as language, dress, food, religion, music, and social rituals. Although they are important, these visible expressions of culture, which are taught deliberately and learned consciously, are only the tip of the iceberg of culture. Much of culture is taught and learned implicitly, or outside awareness. Thus, neither cultural insiders nor cultural outsiders are aware that certain “invisible” aspects of their culture exist.

   Invisible elements of culture are important to us. For example, how long we can be late before being impolite, what topics we should avoid in a conversation, how we show interest or attention through listening behavior, what we consider beautiful or ugly- these are all aspects of culture that we learn and use without being aware of it. When we meet other people whose invisible cultural assumptions differ from those we have learned implicitly, we usually do not recognize their behavior as cultural in origin.

   Differences in invisible culture can cause problems in cross-cultural relations. Conflicts may arise when we are unable to recognize others’ behavioral differences as cultural rather than personal. We tend to misinterpret other people’s behavior, blame them, or judge their intentions or competence without realizing that we are experiencing cultural rather than individual differences.

   Formal organizations and institutions, such as schools, hospitals, workplaces, governments, and the legal system are collection sites for invisible cultural differences. If the differences were more visible, we might have less misunderstanding. For example, if we met a man in a courthouse who was wearing exotic clothes, speaking a language other than ours, and carrying food that looked strange, we would not assume that we understood his thoughts and feelings or that he understood ours. Yet when such a man is dressed similarly to us, speaks our language, and does not differ from us in other obvious ways, we may fail to recognize the invisible cultural differences between us. As a result, mutual misunderstanding may arise.

The word “rituals” in paragraph 1 is closest in meaning to .................. 

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 43 to 50.

   In most discussions of cultural diversity, attention has focused on visible, explicit aspects of culture, such as language, dress, food, religion, music, and social rituals. Although they are important, these visible expressions of culture, which are taught deliberately and learned consciously, are only the tip of the iceberg of culture. Much of culture is taught and learned implicitly, or outside awareness. Thus, neither cultural insiders nor cultural outsiders are aware that certain “invisible” aspects of their culture exist.

   Invisible elements of culture are important to us. For example, how long we can be late before being impolite, what topics we should avoid in a conversation, how we show interest or attention through listening behavior, what we consider beautiful or ugly- these are all aspects of culture that we learn and use without being aware of it. When we meet other people whose invisible cultural assumptions differ from those we have learned implicitly, we usually do not recognize their behavior as cultural in origin.

   Differences in invisible culture can cause problems in cross-cultural relations. Conflicts may arise when we are unable to recognize others’ behavioral differences as cultural rather than personal. We tend to misinterpret other people’s behavior, blame them, or judge their intentions or competence without realizing that we are experiencing cultural rather than individual differences.

   Formal organizations and institutions, such as schools, hospitals, workplaces, governments, and the legal system are collection sites for invisible cultural differences. If the differences were more visible, we might have less misunderstanding. For example, if we met a man in a courthouse who was wearing exotic clothes, speaking a language other than ours, and carrying food that looked strange, we would not assume that we understood his thoughts and feelings or that he understood ours. Yet when such a man is dressed similarly to us, speaks our language, and does not differ from us in other obvious ways, we may fail to recognize the invisible cultural differences between us. As a result, mutual misunderstanding may arise.

The phrase “the tip of the iceberg” in paragraph 1 means that .................. 

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 43 to 50.

   In most discussions of cultural diversity, attention has focused on visible, explicit aspects of culture, such as language, dress, food, religion, music, and social rituals. Although they are important, these visible expressions of culture, which are taught deliberately and learned consciously, are only the tip of the iceberg of culture. Much of culture is taught and learned implicitly, or outside awareness. Thus, neither cultural insiders nor cultural outsiders are aware that certain “invisible” aspects of their culture exist.

   Invisible elements of culture are important to us. For example, how long we can be late before being impolite, what topics we should avoid in a conversation, how we show interest or attention through listening behavior, what we consider beautiful or ugly- these are all aspects of culture that we learn and use without being aware of it. When we meet other people whose invisible cultural assumptions differ from those we have learned implicitly, we usually do not recognize their behavior as cultural in origin.

   Differences in invisible culture can cause problems in cross-cultural relations. Conflicts may arise when we are unable to recognize others’ behavioral differences as cultural rather than personal. We tend to misinterpret other people’s behavior, blame them, or judge their intentions or competence without realizing that we are experiencing cultural rather than individual differences.

   Formal organizations and institutions, such as schools, hospitals, workplaces, governments, and the legal system are collection sites for invisible cultural differences. If the differences were more visible, we might have less misunderstanding. For example, if we met a man in a courthouse who was wearing exotic clothes, speaking a language other than ours, and carrying food that looked strange, we would not assume that we understood his thoughts and feelings or that he understood ours. Yet when such a man is dressed similarly to us, speaks our language, and does not differ from us in other obvious ways, we may fail to recognize the invisible cultural differences between us. As a result, mutual misunderstanding may arise.

Which of the following was NOT mentioned as an example of invisible culture?

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 43 to 50.

   In most discussions of cultural diversity, attention has focused on visible, explicit aspects of culture, such as language, dress, food, religion, music, and social rituals. Although they are important, these visible expressions of culture, which are taught deliberately and learned consciously, are only the tip of the iceberg of culture. Much of culture is taught and learned implicitly, or outside awareness. Thus, neither cultural insiders nor cultural outsiders are aware that certain “invisible” aspects of their culture exist.

   Invisible elements of culture are important to us. For example, how long we can be late before being impolite, what topics we should avoid in a conversation, how we show interest or attention through listening behavior, what we consider beautiful or ugly- these are all aspects of culture that we learn and use without being aware of it. When we meet other people whose invisible cultural assumptions differ from those we have learned implicitly, we usually do not recognize their behavior as cultural in origin.

   Differences in invisible culture can cause problems in cross-cultural relations. Conflicts may arise when we are unable to recognize others’ behavioral differences as cultural rather than personal. We tend to misinterpret other people’s behavior, blame them, or judge their intentions or competence without realizing that we are experiencing cultural rather than individual differences.

   Formal organizations and institutions, such as schools, hospitals, workplaces, governments, and the legal system are collection sites for invisible cultural differences. If the differences were more visible, we might have less misunderstanding. For example, if we met a man in a courthouse who was wearing exotic clothes, speaking a language other than ours, and carrying food that looked strange, we would not assume that we understood his thoughts and feelings or that he understood ours. Yet when such a man is dressed similarly to us, speaks our language, and does not differ from us in other obvious ways, we may fail to recognize the invisible cultural differences between us. As a result, mutual misunderstanding may arise.

The word “those” in paragraph 2 refers to .................. 

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 43 to 50.

   In most discussions of cultural diversity, attention has focused on visible, explicit aspects of culture, such as language, dress, food, religion, music, and social rituals. Although they are important, these visible expressions of culture, which are taught deliberately and learned consciously, are only the tip of the iceberg of culture. Much of culture is taught and learned implicitly, or outside awareness. Thus, neither cultural insiders nor cultural outsiders are aware that certain “invisible” aspects of their culture exist.

   Invisible elements of culture are important to us. For example, how long we can be late before being impolite, what topics we should avoid in a conversation, how we show interest or attention through listening behavior, what we consider beautiful or ugly- these are all aspects of culture that we learn and use without being aware of it. When we meet other people whose invisible cultural assumptions differ from those we have learned implicitly, we usually do not recognize their behavior as cultural in origin.

   Differences in invisible culture can cause problems in cross-cultural relations. Conflicts may arise when we are unable to recognize others’ behavioral differences as cultural rather than personal. We tend to misinterpret other people’s behavior, blame them, or judge their intentions or competence without realizing that we are experiencing cultural rather than individual differences.

   Formal organizations and institutions, such as schools, hospitals, workplaces, governments, and the legal system are collection sites for invisible cultural differences. If the differences were more visible, we might have less misunderstanding. For example, if we met a man in a courthouse who was wearing exotic clothes, speaking a language other than ours, and carrying food that looked strange, we would not assume that we understood his thoughts and feelings or that he understood ours. Yet when such a man is dressed similarly to us, speaks our language, and does not differ from us in other obvious ways, we may fail to recognize the invisible cultural differences between us. As a result, mutual misunderstanding may arise.

It can be inferred from paragraph 3 that conflict results when .................. 

The author implies that institutions such as schools and workplaces .................. 

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 43 to 50.

   In most discussions of cultural diversity, attention has focused on visible, explicit aspects of culture, such as language, dress, food, religion, music, and social rituals. Although they are important, these visible expressions of culture, which are taught deliberately and learned consciously, are only the tip of the iceberg of culture. Much of culture is taught and learned implicitly, or outside awareness. Thus, neither cultural insiders nor cultural outsiders are aware that certain “invisible” aspects of their culture exist.

   Invisible elements of culture are important to us. For example, how long we can be late before being impolite, what topics we should avoid in a conversation, how we show interest or attention through listening behavior, what we consider beautiful or ugly- these are all aspects of culture that we learn and use without being aware of it. When we meet other people whose invisible cultural assumptions differ from those we have learned implicitly, we usually do not recognize their behavior as cultural in origin.

   Differences in invisible culture can cause problems in cross-cultural relations. Conflicts may arise when we are unable to recognize others’ behavioral differences as cultural rather than personal. We tend to misinterpret other people’s behavior, blame them, or judge their intentions or competence without realizing that we are experiencing cultural rather than individual differences.

   Formal organizations and institutions, such as schools, hospitals, workplaces, governments, and the legal system are collection sites for invisible cultural differences. If the differences were more visible, we might have less misunderstanding. For example, if we met a man in a courthouse who was wearing exotic clothes, speaking a language other than ours, and carrying food that looked strange, we would not assume that we understood his thoughts and feelings or that he understood ours. Yet when such a man is dressed similarly to us, speaks our language, and does not differ from us in other obvious ways, we may fail to recognize the invisible cultural differences between us. As a result, mutual misunderstanding may arise.

Which of the following would most likely result in misunderstanding?