Reading for the Real World 2 Second Edition – Test Bank

Monochronic cultures, on the other hand, are oriented toward tasks and schedules. The monochronic approach is characteristic of northern cultures such as northern European countries or North America. Monochronic societies feel that time is tangible and inflexible. In other words, they view time as (A) [limitless / concrete]. Monochronic cultures do one thing at a time and follow a clear (B) [sequence / frequency]. That is, they like to complete tasks in a particular order. Job (C) [constraints / commitments] are very important to them. In essence, they tend to follow plans rigidly. Furthermore, monochronic people clearly separate their work and personal social time. More accustomed to short-term rather than lifetime relationships, monochronic people value privacy highly.
5. Choose the correct words for (A), (B) and (C).

(A) (B) (C)

 limitless sequence constraints

 limitless frequency commitments

 concrete sequence commitments

 concrete frequency commitments

 concrete sequence constraints
6. Which of the following is true of monochronic cultures according to the passage?

 They tend to be associated with in southern Europe.

 They like to complete tasks in an unchanging order.

 They don’t usually follow the plans they make.

 They don’t clearly define times for work and socialization.

 They value lifetime relationships over personal privacy.

People from polychronic and monochronic cultures have difficulties adjusting to each other, and often have cultural misunderstandings. For example, because monochronic culture is highly compartmentalized, monochronic people tend to sequence conversations as well as tasks. They would not, for instance, interrupt a phone call in order to greet a person who just came into the room. In fact, it would be impolite to __________ the new person. In contrast, polychronic people commonly carry on multiple conversations at the same time. They would not hesitate to greet a third person, even though they were talking on the phone. Such cultural misunderstandings are very apparent in the business world.  Being late to an appointment, socializing during business meetings, or taking a long time to get down to business is normal in Saudi Arabia or France.  But to an American or German, these kinds of business practices seem frivolous.  In northern countries, businesses tend to focus more on manufacturing.  As temporal culture researchers have noted, many millions of dollars have been lost in international business dealings simply because monochronic and polychronic people do not realize that two such different temporal cultures even exist.  Ultimately, with the increase in the globalization of business, entertainment, and even living, learning and understanding the differences in cultures will become an indispensable part of our lives. 7. Choose the word that best completes the blank.  introduce  stop  acknowledge  inconvenience  ignore 8. Choose the sentence that does NOT belong in the passage.     

Reading Set 1.2
Cultural clashes and misunderstandings occur most often from misinterpreting contextual information. Different cultures place varying degrees of emphasis on context information. Context information is gathered from the environment during communication.
There are generally two types of context cultures: high-context cultures and low-context cultures. High-context cultures, like (A) [that / those] in Japan, China, or Arab countries, assign a lot of importance to the environment surrounding a message; consequently, the meaning of the message itself is often implicit. In order to understand what is being said, the speakers must first understand the situation and the participants’ relationship to each other. These cultures place less value on words, so words are used generously.
In contrast, low-context cultures, like Germany or America, place importance on the message itself, (B) [which / that] must be quite explicit. For low-context speakers, communication must be quite detailed and specific, since external factors are not emphasized nearly as much. Every word is meaningful.
The effects of contextual differences are very apparent in the business world. For example, a business contract from Japan would tend to be short, since much of the information is implied and understood within the high-context Japanese culture. This culture would expect you to understand its “unwritten” rules. A contract from America, however, would not take anything for granted. It would tend to be longer and much more detailed. More explanation would (C) [need / be needed] to make sure there were no misunderstandings.
1. What is the best title of the passage?

 Common Contextual Misunderstandings

 Getting Meaning from Implicit Contexts

 Understanding the Unwritten Rules of Culture

 Types of Context Cultures Around the Globe

 The Value of Words in High-Context Societies

2. Choose the grammatically correct ones.

(A) (B) (C)

 that which need

 that that need

 that that be needed

 those that be needed

 those which be needed
Reading Set 2.1

Investigating Stereotypes of Men and Women

Gender stereotyping means assigning people “male” and “female” roles. This occurs in all cultures, in both public and private interactions. In recent decades, researchers have studied the characteristics of males and females. They have examined how men and women to behave in various interactions involving only women, only men, and mixed groups of men and women. They have also looked at the way media portrays men and women. They hope to encourage better understanding between sexes. The goal is to help people overcome the barriers of gender stereotypes.
A cross-cultural investigation carried out in the early 1980s examined the patterns of gender stereotypes. The study was conducted in twenty-five different countries. About 5,000 men and women were asked to evaluate a list of adjectives typically used to describe men or women. Individuals designated the adjectives as having either a positive or negative meaning. Gender stereotypes are often similar in different parts the world. Then the researchers examined the responses.
The study revealed that men were labeled with negative adjectives. In fact, the majority of countries (nineteen of twenty five) rated most of the male adjectives as negative. In comparison, few of the female adjectives were judged as negative. Masculine adjectives typically described the ability to use tools, to solve problems, and to do work. Males were described as assertive, controlling and logical. Feminine adjectives described the ability to communicate, to show feelings, and to develop relationships. Females were described as passive, supportive, and altruistic.
It is important to overcome stereotypes. But this is not easy. Parents begin to establish roles for boys and girls even before birth. For example, they often decorate boys’ rooms in blue and girls’ rooms in pink. They choose masculine wallpaper, toys, and clothes for boys, and feminine decorations, dolls, and dresses for girls. Additionally, researchers have found that within twenty-four hours of birth parents begin to describe boys and girls differently. Girls are usually called “pretty” and “friendly”. Boys are “handsome” and “smart”. As a result, children learn appropriate roles. In other words, they exhibit behavior suitable to their gender. Stereotypes are continually reinforced in pre-school years, and gender differences become obvious by the time children reach the age of five.
Parents, teachers, and peers all play a part in perpetuating stereotypes in children. At home, parents have been observed rewarding gender-appropriate play and punishing gender-inappropriate play in their children. For example, girls are often encouraged to play with dolls and toy pots. The negative result of gender stereotyping has been the focus of educational research. Stereotypes have been linked to critical choices boys and girls make which directly affect their futures. For instance, many researchers claim stereotyping leads to fewer females studying math and science in university. Changing gender stereotypes might help students lead better lives.

Gender stereotyping means  assigning people “male” and “female” roles. This occurs in all cultures, in both public and private interactions. In recent decades, researchers  have studied the characteristics of males and females. They have examined how men and women  to behave in various interactions involving only women, only men, and mixed groups of men and women. They have also looked at the way media  portrays men and women. They hope to encourage better understanding between sexes. The goal is to help people  overcome the barriers of gender stereotypes. 1. What is the best title of the passage?  Defining Female Roles in Science and Media  Common Male-Female Interactions in World Cultures  Examination of Male Behavior and Female Portrayals  Understanding and Eliminating Gender Stereotypes  The Value of Stereotypes in the Modern World 2. Which of the following is grammatically wrong?     

A cross-cultural investigation carried out in the early 1980s examined the patterns of gender stereotypes.  The study was conducted in twenty-five different countries.  About 5,000 men and women were asked to evaluate a list of adjectives typically used to describe men or women.  Individuals designated the adjectives as having either a positive or negative meaning.  Gender stereotypes are often similar in different parts the world.  Then the researchers examined the responses. The study revealed that men were labeled with negative adjectives. (A)__________, the majority of countries (nineteen of twenty five) rated most of the male adjectives as negative. (B) __________, few of the female adjectives were judged as negative. Masculine adjectives typically described the ability to use tools, to solve problems, and to do work. Males were described as assertive, controlling and logical. Feminine adjectives described the ability to communicate, to show feelings, and to develop relationships. Females were described as passive, supportive, and altruistic. 3. Choose the sentence that does NOT belong.      4. Choose the correct words for (A) and (B). (A) (B)  In fact In other words  Therefore In comparison Similarly In other words  In fact In comparison  Therefore For example

It is important to overcome stereotypes. But this is not easy. Parents begin to (A) [establish / abolish] roles for boys and girls even before birth. For example, they often decorate boys’ rooms in blue and girls’ rooms in pink. They choose masculine wallpaper, toys, and clothes for boys, and feminine decorations, dolls, and dresses for girls. Additionally, researchers have found that within twenty-four hours of birth parents begin to (B) [treat / describe] boys and girls differently. Girls are usually called “pretty” and “friendly”. Boys are “handsome” and “smart”. As a result, children learn (C) [detailed / appropriate] roles. In other words, they exhibit behavior suitable to their gender. Stereotypes are continually reinforced in pre-school years, and gender differences become obvious by the time children reach the age of five. 5. What is the passage mainly about?  The responsibility of schools in creating stereotypes  Obstacles to eliminating gender stereotypes  Common solutions to overcoming bad behavior  How stereotypes encourage children’s development  Ways children exhibit gender roles in childhood 6. Choose the correct words for (A), (B) and (C). (A) (B) (C)  establish treat detailed  establish describe appropriate  abolish treat appropriate  abolish describe appropriate  abolish treat detailed

Parents, teachers, and peers all play a part in perpetuating stereotypes in children.  At home, parents have been observed rewarding gender-appropriate play and punishing gender-inappropriate play in their children.  For example, girls are often encouraged to play with dolls and toy pots.  The negative result of gender stereotyping has been the focus of educational research.  Stereotypes have been linked to critical choices boys and girls make which directly affect their futures.  For instance, many researchers claim stereotyping leads to fewer females studying math and science in university. Changing gender stereotypes might help students lead better lives. 7. Choose the best words that complete the summary of the passage. Gender stereotypes, which children learn through a system of (A) __________, may influence the (B) _________ decisions that children make later in life. (A) (B)  observant recreation cultural  reward and punishment educational  peer guidance educational  educational support educational  studied repetition cultural

8. Where is the best place to insert the sentence below?

On the other hand, boys are commonly encouraged to play with toy vehicles and military toys.










Reading Set 2.2

(A) The terms “sex” and “gender,” although used by many people to mean the same thing, are now used in social research as two distinct classifications.
(B) Gender, on the other hand, is related to a person’s sexual identity and is socially and culturally constructed. For example, when a person follows the socially defined roles for males in a culture, society identifies that person’s gender as male. However, individuals can define gender for themselves. Some people, called transvestites, like to dress and act like members of the opposite sex. Others actually have operations that change their organs into those of the opposite sex. These are called transgender persons (“trans” means across).
(C) Recently, there has been a growing movement in the United States to make transgender an official designation for a third type of gender. This label would also include transvestites. Complicating this matter is the designation people choose to express their sexual preferences. Heterosexual refers to men mating with women. Homosexual refers to sexual activities between persons of the same biological sex (not gender). And bisexual pertains to sexual activities with either men or women. Neither a person’s sex nor gender necessarily indicates his or her sexual inclination.
(D) Sex is determined by biology and is defined by genes and physical characteristics of the body. Biologists can determine the sex of an organism by looking at that organism’s body and how it mates with others of the same species. The physical characteristics of the organism are used to establish if the organism is male or female.
1. What is the purpose of this paragraph?

 To explain the social importance of personal identity

 To clarify the definitions of two related terms

 To claim that classifications only exist for research purposes

 To distinguish a scientific classification from a social term

 To give examples of how sex and gender are similar

2. What is the correct order of the paragraphs that come after (A)?

 (B) (D) (C)

 (C) (B) (D)

 (C) (D) (B)

 (D) (B) (C)

 (D) (C) (B)