14 Language problems may come to the attention of the public when they have ........................... such as fatal accidents or social problems. 15 Evidence of the extent of the language barrier h...

NT

Nguyễn Thư

29 tháng 9 2019

14 Language problems may come to the attention of the public when they have ........................... such as fatal accidents or social problems. 15 Evidence of the extent of the language barrier has been gained from ............................ of materials used by scientists such as books and periodicals. 16 An example of British linguistic insularity is the use of English for materials such as ........................... 17 An example of a part of the world where people may have...

Đọc tiếp

14 Language problems may come to the attention of the public when they have ........................... such as fatal accidents or social problems.

15 Evidence of the extent of the language barrier has been gained from ............................ of materials used by scientists such as books and periodicals.

16 An example of British linguistic insularity is the use of English for materials such as ...........................

17 An example of a part of the world where people may have difficulty in negotiating English is ........................... .

Questions 18-20
Choose the appropriate letters A-D

18 According to the passage, ‘They don't talk the same language' (paragraph 1), can refer to problems in...
A understanding metaphor.
B learning foreign languages.
C understanding dialect or style.
D dealing with technological change.

19 The case of the poisonous mushrooms (paragraph 2) suggests that American doctors …
A should pay more attention to radio reports.
B only read medical articles if they are in English.
C are sometimes unwilling to try foreign treatments.
D do not always communicate effectively with their patients.

20 According to the writer, the linguistic insularity of British businesses...
A later spread to other countries.
B had a negative effect on their business.
C is not as bad now as it used to be in the past.
D made non-English-speaking companies turn to other markets.

Questions 21-24
List the FOUR main ways in which British companies have tried to solve the problem of the language barrier since the 1960s.
Write NO MORE THAN THREE WORDS for each answer.

21 ......................................
22 ......................................
23 ......................................
24 ......................................

Questions 25 and 26
Choose the appropriate letters A-D and write them in boxes 25 and 26 on your answer sheet

25 According to the writer, English-speaking people need to be aware that...
A some foreigners have never met an English-speaking person.
B many foreigners have no desire to learn English.
C foreign languages may pose a greater problem in the future.
D English-speaking foreigners may have difficulty understanding English.

26 A suitable title for this passage would be .......
A Overcoming the language barrier
B How to survive an English-speaking world
C Global understanding - the key to personal progress
D The need for a common language

#Tiếng anh lớp 7

0

NT

Nguyễn Thư

29 tháng 9 2019

The discovery that language can be a barrier to communication is quickly made by all who travel, study, govern or sell. Whether the activity is tourism, research, government, policing, business, or data dissemination, the lack of a common language can severely impede progress or can halt it altogether. 'Common language' here usually means a foreign language, but the same point applies in principle to any encounter with unfamiliar dialects or styles within a single language. 'They don't talk the...

Đọc tiếp

The discovery that language can be a barrier to communication is quickly made by all who travel, study, govern or sell. Whether the activity is tourism, research, government, policing, business, or data dissemination, the lack of a common language can severely impede progress or can halt it altogether. 'Common language' here usually means a foreign language, but the same point applies in principle to any encounter with unfamiliar dialects or styles within a single language. 'They don't talk the same language' has a major metaphorical meaning alongside its literal one.

Although communication problems of this kind must happen thousands of times each day, very few become public knowledge. Publicity comes only when a failure to communicate has major consequences, such as strikes, lost orders, legal problems, or fatal accidents — even, at times, war. One reported instance of communication failure took place in 1970, when several Americans ate a species of poisonous mushroom. No remedy was known, and two of the people died within days. A radio report of the case was heard by a chemist who knew of a treatment that had been successfully used in 1959 and published in 1963. Why had the American doctors not heard of it seven years later? Presumably, because the report of the treatment had been published only in journals written in European languages other than English.

Several comparable cases have been reported. But isolated examples do not give an impression of the size of the problem — something that can come only from studies of the use or avoidance of foreign-language materials and contacts in different communicative situations. In the English-speaking scientific world, for example, surveys of books and documents consulted in libraries and other information agencies have shown that very little foreign-language material is ever consulted. Library requests in the field of science and technology showed that only 13 per cent were for foreign language periodicals. Studies of the sources cited in publications lead to a similar conclusion: the use of foreign-language sources is often found to be as low as 10 per cent.

The language barrier presents itself in stark form to firms who wish to market their products in other countries. British industry, in particular, has in recent decades often been criticised for its linguistic insularity - for its assumption that foreign buyers will be happy to communicate in English, and that awareness of other languages is not therefore a priority. In the 1960s, over two-thirds of British firms dealing with non-English-speaking customers were using English for outgoing correspondence; many had their sales literature only in English; and as many as 40 per cent employed no-one able to communicate in the customers' languages. A similar problem was identified in other English-speaking countries, notably the USA, Australia and New Zealand. And non-English-speaking countries were by no means exempt - although the widespread use of English as an alternative language made them less open to the charge of insularity.

The criticism and publicity given to this problem since the 1960s seems to have greatly improved the situation. Industrial training schemes have promoted an increase in linguistic and cultural awareness. Many firms now have their own translation services; to take just one example in Britain, Rowntree Mackintosh now publish their documents in six languages (English, French, German, Dutch, Italian and Xhosa). Some firms run part-time language courses in the languages of the countries with which they are most involved; some produce their own technical glossaries, to ensure consistency when material is being translated. It is now much more readily appreciated that marketing efforts can be delayed, damaged, or disrupted by a failure to take account of the linguistic needs of the customer.

The changes in awareness have been most marked in English-speaking countries, where the realisation has gradually dawned that by no means everyone in the world knows English well enough to negotiate in it. This is especially a problem when English is not an official language of public administration, as in most parts of the Far East, Russia, Eastern Europe, the Arab world, Latin America and French-speaking Africa. Even in cases where foreign customers can speak English quite well, it is often forgotten that they may not be able to understand it to the required level - bearing in mind the regional and social variation which permeates speech and which can cause major problems of listening comprehension. In securing understanding, how 'we' speak to 'them' is just as important, it appears, as how 'they' speak to 'us'.

Questions 14-17
Complete each of the following statements (Questions 14-17) with words taken from Reading Passage 133

Write NO MORE THAN THREE WORDS for each answer.

14 Language problems may come to the attention of the public when they have ........................... such as fatal accidents or social problems.

15 Evidence of the extent of the language barrier has been gained from ............................ of materials used by scientists such as books and periodicals.

16 An example of British linguistic insularity is the use of English for materials such as ...........................

17 An example of a part of the world where people may have difficulty in negotiating English is ........................... .

Questions 18-20
Choose the appropriate letters A-D

18 According to the passage, ‘They don't talk the same language' (paragraph 1), can refer to problems in...
A understanding metaphor.
B learning foreign languages.
C understanding dialect or style.
D dealing with technological change.

19 The case of the poisonous mushrooms (paragraph 2) suggests that American doctors …
A should pay more attention to radio reports.
B only read medical articles if they are in English.
C are sometimes unwilling to try foreign treatments.
D do not always communicate effectively with their patients.

20 According to the writer, the linguistic insularity of British businesses...
A later spread to other countries.
B had a negative effect on their business.
C is not as bad now as it used to be in the past.
D made non-English-speaking companies turn to other markets.

Questions 21-24
List the FOUR main ways in which British companies have tried to solve the problem of the language barrier since the 1960s.
Write NO MORE THAN THREE WORDS for each answer.

21 ......................................
22 ......................................
23 ......................................
24 ......................................

Questions 25 and 26
Choose the appropriate letters A-D and write them in boxes 25 and 26 on your answer sheet

25 According to the writer, English-speaking people need to be aware that...
A some foreigners have never met an English-speaking person.
B many foreigners have no desire to learn English.
C foreign languages may pose a greater problem in the future.
D English-speaking foreigners may have difficulty understanding English.

26 A suitable title for this passage would be .......
A Overcoming the language barrier
B How to survive an English-speaking world
C Global understanding - the key to personal progress
D The need for a common language

#Tiếng anh lớp 7

0

LQ

Lê Quỳnh Anh

29 tháng 1 2019

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. 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...

Đọc tiếp

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.

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 behaviour, 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 behaviour 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’ behavioural differences as cultural rather than personal. We tend to misinterpret other people’s behaviour, 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 author implies that institutions such as schools and workplaces ________.

A. reinforce invisible cultural differences

B. are aware of cultural differences

C. share a common culture

D. teach their employees about cultural differences

#Mẫu giáo

1

DH

Dương Hoàn Anh

29 tháng 1 2019

Đáp án A

Tác giả nói rằng những nơi như trường học hay cơ quan làm việc ________.

A. củng cố khác biệt vô hình trong văn hoá

B. nhận biết được khác biệt văn hoá

C. cùng có chung một văn hoá

D. dạy cho nhân viên về khác biệt văn hoá

Câu đầu đoạn cuối: “Formal organizations and institutions, such as schools, hospitals, workplaces, governments, and the legal system are collection sites for invisible cultural differences.”

(Các cơ quan tổ chức chính quy như trường học, bệnh viện, cơ quan làm việc, chính phủ và hệ thống pháp lý là nơi quy tụ những khác biệt vô hình trong văn hoá.)

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LQ

Lê Quỳnh Anh

5 tháng 11 2019

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. 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...

Đọc tiếp

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.

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 behaviour, 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 behaviour 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’ behavioural differences as cultural rather than personal. We tend to misinterpret other people’s behaviour, 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 ___________.

A. most aspects of culture cannot be seen

B. we usually focus on the highest forms of culture

C. other cultures seem cold to us

D. visible aspects of culture are learned in formal institutions

#Mẫu giáo

1

DH

Dương Hoàn Anh

5 tháng 11 2019

Đáp án A

Cụm “the tip of the iceberg” trong đoạn 1 có nghĩa ______

A. phần lớn khía cạnh văn hoá không thể nhìn thấy

B. chúng ta thường chỉ chú trọng hình thức tối cao của văn hoá

C. các văn hoá khác có vẻ xa cách, lạnh lung với chúng ta

D. các khía cạnh bề nổi được tiếp thu qua các cơ quan chính quy

The tip of the iceberg: phần nổi tảng băng trôi.

Nguyên lý này nói đến những thứ ta dễ nhận thấy được chỉ là phần nổi của một sự vật, sự việc. Còn phần lớn hơn, quan trọng hơn lại là phần chìm, không nhận thấy được.

Tác giả có ý muốn nói phần lớn khía cạnh văn hoá là phần chìm mà ta không nhận thấy được.

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LQ

Lê Quỳnh Anh

1 tháng 10 2019

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. 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...

Đọc tiếp

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.

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 behaviour, 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 behaviour 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’ behavioural differences as cultural rather than personal. We tend to misinterpret other people’s behaviour, 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?

A. How people express interest in what others are saying

B. How late is considered impolite

C. What topics to avoid in conversation

D. What food to eat in a courthouse

#Mẫu giáo

1

DH

Dương Hoàn Anh

1 tháng 10 2019

Đáp án D

Điều nào sau đây không được đề cập đến như một ví dụ về văn hoá vô hình?

A. Cách người ta thể hiện sự hứng thú với điều người khác nói.

B. Muộn bao lâu thì bị coi là bất lịch sự.

C. Chủ đề nào nên tránh trong các cuộc trò chuyện.

D. Đồ ăn nào nên ăn trong toà án.

Câu 2 đoạn 2: “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…”

Như vậy dễ thấy cả A, B, C đều được đề cập. Chỉ có D sai

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LQ

Lê Quỳnh Anh

2 tháng 2 2019

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....

Đọc tiếp

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?

A. To describe cultural diversity.

B. To point out that much of culture is learned consciously.

C. To explain why cross-cultural conflict occurs.

D. To explain the importance of invisible aspects of culture.

#Mẫu giáo

1

DH

Dương Hoàn Anh

2 tháng 2 2019

Đáp án D

Giải thích: Đâu là mục đích chính của đoạn văn?

A. Để miêu tả sự đa dạng văn hóa

B. Để chỉ ra rằng nhiều lĩnh vực văn hóa được học một cách có ý thức

C. Để giải thích tại sao những xung đột liên văn hóa xảy ra

D. Để giải thích tầm quan trọng của những mặt không nhìn thấy của văn hóa.

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LQ

Lê Quỳnh Anh

10 tháng 1 2018

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. 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...

Đọc tiếp

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.

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 behaviour, 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 behaviour 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’ behavioural differences as cultural rather than personal. We tend to misinterpret other people’s behaviour, 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?

A. To point out that much of culture is learned consciously.

B. To describe cultural diversity.

C. To explain the importance of invisible aspects of culture.

D. To explain why cross-cultural conflict occurs.

#Mẫu giáo

1

DH

Dương Hoàn Anh

10 tháng 1 2018

Đáp án C

Mục đích chính của đoạn văn là gì?

A. Chỉ ra rằng phần đa văn hoá được chủ tâm tiếp thu.

B. Mô tả sự đa dạng văn hoá.

C. Giải thích tầm quan trọng của các khía cạnh vô hình trong văn hoá.

D. Giải thích tại sao mâu thuẫn văn hoá xảy ra.

Trong đoạn 1, tác giả giới thiệu về những khía cạnh vô hình trong văn hoá và từ đoạn 2 với câu chủ đề: “Invisible elements of culture are important to us.” tác giả đi sâu vào giải thích tầm quan trọng của chúng, đồng thời đưa ra những ví dụ, dẫn chứng để chứng minh luận điểm của mình

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LQ

Lê Quỳnh Anh

28 tháng 9 2019

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....

Đọc tiếp

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?

A. Unusual food being cooked by foreign visitors.

B. Strange behaviour from someone speaking a foreign language.

C. Strange behaviour from someone speaking our language.

D. Learning about our own culture in school.

#Mẫu giáo

1

DH

Dương Hoàn Anh

28 tháng 9 2019

Đáp án C

Giải thích: Điều nào sau đây hầu như dẫn đến sự hiểu lầm?

A. thức ăn được nấu theo cách không bình thường bởi du khách nước ngoài

B. cách cư xử kì lạ từ ai đó nói tiếng nước ngoài

C. hành vi kì lạ từ ai đó nói ngôn ngữ của chúng ta

D. học về văn hóa của chúng ta ở trường

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.

Dịch đoạn văn: Trong hầu hết những cuộc thảo luận về sự đa dạng văn hóa, sự chú ý chỉ tập trung vào những khía cạnh rõ ràng, nhìn thấy được như ngôn ngữ, trang phục, thức ăn, tôn giáo, âm nhạc và những nghi lễ mang tính xã hội.

Mặc dù chúng rất quan trọng, những sự thể hiện văn hóa có thể nhận thấy này, được dạy một cách có chọn lọc và được học một cách có ý thức, cũng chỉ là bề nổi của văn hóa. Còn rất nhiều thứ về văn hóa được dạy và học một cách âm thầm, hoặc không hề nhận thức được. Vì vậy, cả những người nghiên cứu hay không nghiên cứu về văn hóa cũng không thể nhận thức được rằng những mặt không thể nhìn thấy nhất định của nền văn hóa của họ có tồn tại.

Những thành phần không nhìn thấy của văn hóa rất quan trọng với chúng ta. Ví dụ, chúng ta có thể đến muộn bao lâu trước khi bị coi là bất lịch sự, chủ đề nào chúng ta nên tránh trong các cuộc trò chuyện, chúng ta nên thể hiện sự quan tâm hoặc chú ý như thế nào qua cách lắng nghe, chúng ta coi cái gì là đẹp, là xấu - đây là tất cả những khía cạnh của văn hóa mà chúng ta học và sử dụng mà không nhận thức được nó. Khi chúng ta gặp những người khác mà cách thể hiện văn hóa không nhìn thấy của họ khác với cái chúng ta học một cách âm thầm, chúng ta thường không nhận ra cách cư xử của họ như văn hóa truyền thống.

Sự khác biệt về văn hóa không được nhìn thấy có thể gây ra những vấn đề trong các mối quan hệ liên văn hóa. Những xung đột có thể phát sinh khi chúng ta không thể nhận ra sự khác biệt về hành vi của người khác là mang tính văn hóa chứ không phải mang tính cá nhân. Chúng ta có xu hướng hiểu sai hành vi của người khác, buộc tội họ, hoặc phán xét ý định, khả năng của họ mà không nhận ra rằng chúng ta đang trải nghiệm sự khác biệt về văn hóa chứ không phải sự khác biệt của cá nhân.

Những tổ chức và cơ quan chính thống, như trường học, bệnh viện, nơi làm việc, chính phủ, và hệ thống hợp pháp chính là những nơi tập hợp của sự khác biệt văn hóa không nhìn thấy. Nếu những sự khác biệt này dễ nhận thấy hơn, chúng ta đã có thể có ít sự hiểu lầm hơn. Ví dụ, nếu chúng ta gặp một người đàn ông ở tòa án mà đang mặc bộ quần áo kì lạ, nói một ngôn ngữ không giống chúng ta, mang theo thức ăn trông kì lạ, chúng ta cũng không thề cam đoan là chúng ta hiểu được suy nghĩ và tình cảm của anh ta hay anh ta hiểu về chúng ta.

Thế nhưng khi một người đàn ông như vậy mặc quần áo giống chúng

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LQ

Lê Quỳnh Anh

6 tháng 1 2019

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....

Đọc tiếp

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 ..................

A. people think cultural differences are personal

B. people compete with those from other cultures

C. one culture is more invisible than another culture.

D. some people recognize more cultural differences than others.

#Mẫu giáo

1

DH

Dương Hoàn Anh

6 tháng 1 2019

Đáp án A

Giải thích: Có thể suy ra từ đoạn 3 ràng xung đột xảy ra khi______

A. mọi người nghĩ khác biệt về văn hóa là khác biệt mang tính cá nhân

B. mọi người cạnh tranh với những người đến từ nền văn hóa khác

C. một nền văn hóa thì không thể nhìn thấy được hơn một nền văn hoá khác

D. một số người nhận ra nhiều sự khác biệt văn hóa hơn những người khác

Conflicts may arise when we are unable to recognize others’ behavioral differences as cultural rather than personal.

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LQ

Lê Quỳnh Anh

15 tháng 3 2019

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. 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...

Đọc tiếp

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.

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 behaviour, 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 behaviour 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’ behavioural differences as cultural rather than personal. We tend to misinterpret other people’s behaviour, 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?

A. Strange behaviour from someone speaking a foreign language

B. Learning about our own culture in school

C. Strange behaviour from someone speaking our language

D. Unusual food being cooked by foreign visitors

#Mẫu giáo

1

DH

Dương Hoàn Anh

15 tháng 3 2019

Đáp án C

Điều nào sau đây dễ có khả năng gây hiểu nhầm nhất?

A. Hành vi kì lạ từ ai đó nói ngôn ngữ khác mình.

B. Học về văn hoá của mình tại trường học.

C. Hành vi kì lạ từ ai đó nói chung ngôn ngữ.

D. Thức ăn lạ miệng được nấu bởi du khách nước ngoài.

Đoạn cuối bài viết: “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.”

Ý chính: Khi sự khác biệt rõ ràng ngay từ đầu chúng ta ít hiểu nhầm hơn. Ví dụ một người có bề ngoài khác mình, nói ngôn ngữ khác mình thì ta sẽ không cho là mình hiểu được anh ta hay anh ta hiểu được mình. Nhưng nếu một người vẻ ngoài có vẻ không khác, lại nói chung ngôn ngữ thì ta sẽ cho rằng mình hiểu được anh ta. Tuy nhiên, quan niệm mới là cái quyết định hành vi, do đó dù cho vẻ ngoài giống nhưng quan niệm vô hình lại khác biệt thì mâu thuẫn từ đó sẽ dễ dàng xảy ra

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