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. 

     Facebook is a for-profit online social media and social networking service. The Facebook website was launched on February 4th, 2004. Since 2006, anyone aged 13 and older has been allowed to become a registered user of Facebook though variations exist in the minimum age requirement, depending on applicable local laws. 

     Over 25 million people in the UK use Facebook. That's 45% of the population! And on average, each user spends over six hours a month on Facebook. Though not the highest, this is a considerable number. Is Facebook a dangerous obsession or just harmless fun? Seventeen-year-old Bethan has written on her blog about what it was like to stop using Facebook. 

     “I think I am a Facebook addict. I log on to Facebook every day to chat with my friends - real friends and loads of online friends. Sometimes I have ten conversations going at the same time, and I update my Facebook profile all the time. But recently I've started to feel worried if I am offline for more than a few hours. And then last week I forgot to meet a real friend because I was online! I've realized I could have a problem. So I've decided to give it up for a while.” 

     “I found it really hard. Facebook and my friends demanded to know why I had left. I spent the first few evenings wondering what everyone was chatting about on Facebook. I even phoned a couple of friends to find out. The fourth night wasn't so bad. I actually concentrated on my homework better, and I spoke to my friends during the day at school. At the end of the first week, I reactivated my accounts. I think Facebook is fun and it's useful for posting messages to friends and sharing photos. But I'll try not to spend so much time on it in the future.”

The word "applicable" in paragraph 1 is closest in meaning to _________.

_________, he will take the children for a walk to a nearby playground.

They are not a close-knit family. Serious arguments often occur among the members.

There is a distinctive difference in the perception of wearing face masks between the West and the East.

She put ___________ money little by little until she had enough to open her own shop.

Which of the following statements is NOT true, according to the passage?

We bought some __________.

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. 

     Cultural characteristics influence what is appropriate and effective communication within the classroom. That is, culture shapes what is considered to be desirable and undesirable classroom behaviors. From the expectations for students interacting with their teachers, to the manner in which they relate with one another, to the language and topics considered appropriate for teachers and students to discuss, to the overall structure of interaction within a classroom - culture affects perceptions of competent classroom interaction. 

     Students from collectivistic cultures, such as those of Japan, Korea, and China, are generally more accepting of messages about appropriate classroom behaviors and will comply with teachers' requests about classroom management. Even the nature of teachers' persuasive messages differs across cultures. Chinese college teachers, for instance, appeal to the group in gaining student compliance, whereas European American teachers, with a cultural preference for individualism, stress the benefit to the specific student. 

     Classroom displayed and participation also vary greatly across cultures. Donal Carbaugh, who studies how culture is displayed in people's conversations, makes a comparison between European American expectations for classroom interaction and those of the Blackfeet, one of the Native American tribes in the United States. It is easy to imagine a classroom with a European American teacher and students from both cultures; the European American students would, in all likelihood, feel much more comfortable and would thus have a better learning experience. Similarly, many Native American and Asian American students are unwilling to volunteer, speak out, or raise problems or concerns unless the teacher specifically calls on them by name. Korean students, for instance, are often unwilling to talk with their teachers even when the teachers have incorrectly calculated the students' scores on an exam. Questions for clarification are rarely asked of the teacher directly; to do so might be regarded as a challenge to the teacher's authority and could threaten her or his face should the answer not be known. 

     Students from many cultures who go to school in the United States sometimes find it difficult to adapt to the verbal style expected of them. Conversely, when U.S. students study overseas, they often experience similar difficulties in understanding the cultural expectations related to the educational context. Yet a willingness to speak in class is a communication characteristic highly valued by European American teachers and students, whose cultural framework celebrates individual achievement and responsibility. However, to students from cultures that emphasize the collective good and the maintenance of face, such behaviors in the classroom are too competitive, as they disrupt the group's harmony and separate people from one another. 

I'm certain Luis will be on cloud nine when his wife gives birth to their first child.

My train had just left the station when I came.