1 . Imagine two applicants are in a job interview: one expresses a great passion for the work, while the other points to family encouragement to pursue that field. Which applicant has a better chance of succeeding? Conventional wisdom suggests it would be the one who has a strong personal passion.
Passion is not a universally powerful basis of achievement, but the culture a person grew up in matters a lot. That means universities and companies that frequently rely on passion in candidates are pretermitting talented students and employees.
It seems that passion is a much stronger predictor of achievement in certain societies than others. “This leads to a blind spot among interviewers and is unfair to people from diverse backgrounds,” said Xingyu Li, the lead author of a new study. As a person coming from a collectivist (集体主义的) society, he knows exactly how people feel when they are rejected just because they are seemingly not as passionate as others. This research is novel for its using big data to compare a wider range of culturally diverse societies.
The researchers collected the data including scores from 1.2 million high school students across 59 countries. They found those who felt passionate about science, reading, or other subjects were more likely to be given better scores. This is quite true in individualist societies such as the United States and Australia, compared with collectivist countries such as China, Thailand, and Colombia, where the students felt that having family support for their interest was important.
Individualist countries regard the self as the source of motivation. For example, in the United States, doing well because of what others expect might seem to be evidence of a lack of potential. In collectivist societies, the self is inter-dependent, part of a web of relations, roles, and responsibilities. For instance, in the movie The Grandmaster, the legendary martial arts teacher Ip Man never said that he had a personal passion for kung fu. Rather, his drive to attain mastery came from the desire to live up to what his belt symbolized to his teacher and society.
The findings open up the possibility of designing educational interventions that don’t rely only on the western idea of cultivating (培育) passion. That helps better unlock the potential of our students and workforce.
1. Who is more likely to succeed in a job interview according to most employers?| A．Those who have a web of relations. | B．Those who are familiar with the company. |
| C．Those who gain much family encouragement. | D．Those who have great enthusiasm for the position. |
| A．Neglecting. | B．Harvesting. | C．Exploring. | D．Defending. |
| A．To clarify the link between students’ passion and academic performance. |
| B．To encourage people to learn the cultures of different countries. |
| C．To win people from different cultural contexts more chances of admission |
| D．To show the importance of big data in culture-related studies at particular. |
| A．An American. | B．A Colombian. | C．An Australian. | D．A Canadian. |
| A．The model of motivation varies from culture to culture. |
| B．The negative effects of societal expectations on individuals. |
| C．The role of self-realization matters in a person’s success and well-being. |
| D．The typical personality types in individualist countries and collectivist ones. |
2 . If a business wants to sell its products internationally, it had better do some market research first. This is a lesson that some large American corporations have learned the hard way.
What’s in the name?
Sometimes the problem is the name. When General Motors introduced its Chevy Nova into Latin America, it overlooked the fact that Nova in Spanish means “It doesn’t go”. Sure enough the Chevy Nova never went anywhere in Latin America.
Translation problems
Sometimes it is the slogan that doesn’t work. No company knows this better than Pepsi-Cola with its “Come alive with Pepsi!” campaign. The campaign was so successful in the United States that Pepsi translated its slogan literally for its international campaign. As it turned out, the translations weren’t quite right. Pepsi was begging Germans to “Come out of the grave (坟墓)” and telling the Chinese that “Pepsi brings your ancestors back from the grave.”
A picture’s worth a thousand words
Other times, the problem involves packaging. A picture of a smiling baby has helped sell countless jars of Gerber baby food. When Gerber started selling baby food in Africa, they used the same packaging as in the US, with the smiling baby on the label. Later they learned that in African countries, the picture on the jar shows what the jar has in it for many people there can’t read.
Twist of fate
Even the culture and religious factors and pure coincidence can be involved. Thorn McAn shoes have a Thorn McAn “signature” inside. To people in Bangladesh, which is a Muslim country, this signature looked like Arabic script for the word Allah. In that country feet are considered unclean and Muslims felt the company was offending God’s name by having people walk on it.
1. From the text we learned that _________.| A．Chevy Nova was a hit in Latin America |
| B．General Motors did the best market research of all companies |
| C．Pepsi still sold well in China owing to the translation problems |
| D．the “Come alive with Pepsi” campaign worked well in the US |
| A．The picture on the jar | B．A translation problem |
| C．Cultural factor | D．Religious factor |
| A．They are not designed attractively |
| B．Their advertisements are not persuasive |
| C．A signature looking like the word Allah was in the shoes |
| D．Problem for Thorn McAn was the company’s name |
| A．Lessons from some large corporations. | B．How to make use of advertisements |
| C．The importance of market research | D．The importance of packaging |
| A．product advertisers | B．market researchers |
| C．managers of Sales Department | D．businesses to promote products abroad |
Peking opera, known as China’s national opera, is a combination of music, dance and art and is widely regarded as a full expression of Chinese culture. Today, this art form is facing the danger of extinction as the younger generation is mostly interested in pop culture.
A Peking opera project for primary and secondary schools was launched by China’s Ministry of Education. But it has met with a cold reaction from the public. More than half of the 1, 000 respondents from ten big cities expressed doubts about the practical meaning of the project in the survey conducted by the Social Survey Institute of China.
The project plans to add 15 Peking opera pieces into music courses in 200 schools in ten provinces. The pilot programs will last from March to July next year. At present, teaching materials and video tapes are still in production, China News Service reported. The Ministry of Education hopes that the promotional course can help students better appreciate Chinese culture and cultivate a love for the mother country.
The surveyed people do recognize Peking opera as a comprehensive (综合性的) art form and a representative of the traditional culture. They also understand the purpose of the educational project. However, they wonder whether it is necessary for every student to learn to sing Peking opera, when they are already stressed from endless exams. In fact, most music teachers themselves know little about this ancient art form, and thus are not confident in arousing (激起) students’ Interest in its slow pace and abstruse (深奥的) lyrics.
1. What’s Peking opera widely regarded as? (No more than 10 words)2. What does the underlined word “extinction” in Paragraph I mean? (No more than 3 words)
3. Why did China’s Ministry of Education launch a Peking opera project for primary and secondary schools? (No more than 20 words)
4. Why are most music teachers not confident in teaching Peking opera pieces? (No more than 10 words)
5. What do you think of the Peking opera project for schools? (No more than 20 words)
4 . Nowadays, it is common to see people wearing Hanfu, the traditional clothing of the Han ethnic group, at parks and attractions. More and more people are falling in love with Hanfu culture. The development of Hanfu culture has witnessed (见证) numerous changes in recent years and is taking on various forms.
Zhang Xiaomin has been a fan of Hanfu for five years now. Thanks to the popularity of social media, she can easily learn the latest trends and knowledge about Hanfu online now. “People used to only collect or appreciate Hanfu privately,” Zhang said. “But now it has moved to the mass market.” In the past, many people had the misunderstanding that “Han” refers to the Han Dynasty. Now more people are knowledgeable about Hanfu, and even expert in distinguishing (区分) the differences in Hanfu from different dynasties.
Miss Tang has also noticed a similar change. “Fans have become particular about the design and style of Hanfu,” Miss Tang said. “For advanced hobbyists, those seemingly fairy-like Hanfu dresses are not enough, since this style has been adapted to meet the tastes of the masses. They care more about how original Hanfu style are, like Quju (曲裾) and Mamianqun or ‘horse-face skirts’, which look more serious and complicated.”
The development of Hanfu has also triggered (引发) different events. You Gancheng has been in Hanfu circles for 13 years. “The Hanfu festival that a museum held in April offered many interesting activities like lectures, ceremonies, concerts and fairs,” she said. “Hanfu culture weeks, festivals and academic forums all provide platforms for fans to communicate.”
The rise of Hanfu culture also means the birth of an emerging business. Miss Cang has been running a Hanfu store for four years. The store provides Hanfu rental and photography services. “Many international schools now come to us for Hanfu events on traditional holidays,” Miss Cang said. Her store also actively participates in Hanfu festivals. “We often run a stand in Hanfu fairs, selling and displaying Hanfu we’ve designed. Sometimes we even provide Hanfu as prizes for competitions,” she said.
1. In recent years, the people who are interested in Hanfu ________.| A．are now focusing on the Han Dynasty style |
| B．have gained a deeper understanding of Hanfu |
| C．tend to collect or admire Hanfu privately |
| D．are exploring the regional diversity of Hanfu |
| A．Its fairy-like design. | B．Its historical accuracy. |
| C．Its modern adaptations. | D．Its practicality for everyday wear. |
| A．To give an example of a successful Hanfu store. |
| B．To show the increasing popularity of Hanfu culture. |
| C．To illustrate the impact of Hanfu culture on business. |
| D．To stress the role of Hanfu stores in promoting Hanfu. |
| A．The development of Hanfu culture. |
| B．The significance of Hanfu in Chinese society. |
| C．The growing interest in Hanfu around China. |
| D．The different types of Hanfu events and festivals. |
5 . Culture is a way to bring harmony to society via exchange of knowledge and thoughts, and also the respect of others’ belief and cultural heritage. Before I came to China to study business, my only information about the country was what I had read in our school books, TV shows on Pakistan national TV, and Chinese movies.
But once I arrived in China, my view changed. China has made great leaps in development, keeping a strong link to their ancestors’ heritage, hard work and courage. The announcement of the Belt and Road Initiative (倡议) (BRI) by President Xi Jinping in 2013 has provided trade opportunities for participating countries, and can also be a meeting place for the exchange of ideas, thoughts, knowledge and culture.
Being a combination of diverse cultural and traditional systems, the BRI promotes harmony, and through the heritage of the Silk Road, these diversified cultures can treat one another with respect and exist together peacefully. China can play a leading role to maximize identity, cohesion (凝聚力) and creativity of the diverse cultures, nations and people to combine resources along the belt and road and ensure all the countries involved receive mutual (相互的) benefit.
International students coming to China and Chinese students going abroad for studies are cultural ambassadors. They learn the language, local customs, arts and exchange thoughts. The BRI is a chance for the Chinese dream to become reality. China has a lot to share with the BRI countries. China has a rising number of Chinese language learners around the world. Confucius Institutes are non-profit public institutions affiliated with the Chinese Ministry of Education whose stated aim is to promote Chinese language and culture, support local Chinese teaching internationally and facilitate cultural exchanges. As of 2014, there were over 480 Confucius Institutes in dozens of countries on six continents. The Ministry of Education estimates 100 million people overseas are learning Chinese, and the program is expanding rapidly and aims to establish 1, 000 Confucius Institutes by 2020. These institutes are playing an important role for local students to learn Chinese, meaning more job opportunities for BRI projects.
Since ancient times, the Silk Road culture has supported diversity. Accordingly, China needs to maintain relationships with the countries of the ancient Silk Road civilization.
A discussion meeting on how to better carry out the BRI Cultural Development Action Plan was held in Beijing by the Ministry of Culture and Tourism. Through cooperation and exchanges between countries, the BRI can revitalize (振兴) traditional Silk Road culture by opening up overseas markets, introducing advanced ideas to every participating country.
1. The change in the author’s understanding of China corresponds with the saying, “__________”.| A．Seeing is believing. |
| B．Actions speak louder than words. |
| C．One is never too old to learn. |
| D．There is no royal road to learning. |
| A．will remove cultural barriers |
| B．may achieve a win-win result |
| C．will join hands in resource protection |
| D．may keep peace with other countries |
| A．To acquire more knowledge about China today. |
| B．To communicate with Chinese-speaking people. |
| C．To gain benefit from the Belt and Road Initiative. |
| D．To serve as cultural ambassadors in BRI countries. |
| A．need to restore their ancient civilization via the BRI |
| B．have a long tradition of respecting different countries |
| C．will spread their traditional culture to other countries |
| D．are eager to exchange advanced ideas with each other |
| A．it’s a non-profit public institution affiliated by the Chinese Ministry of Education |
| B．it can promote Chinese language and culture |
| C．it supports local Chinese teaching internationally and facilitate cultural exchanges |
| D．it supplies more job opportunities for BRI projects |
6 . Imagine a relay race. During this race, an athlete holds a stick as he runs a certain distance. Then he passes the stick to the next runner. That person runs faster, and then passes the stick to a third runner. Now imagine that the runners do not pass a stick. Instead they pass shiny silk, as well as gold, fruit, and glass. Imagine that the race does not move forward in just one direction. Instead the runners go back and forth along a road. They trade goods all along this route (路线) and at each end of it. Now imagine that the runners are businessmen. They lead caravans (商队) or lines of camels that carry things to sell. They travel on the ancient Silk Road to earn their living.
The Silk Road was a complex trade network. It passed through thousands of cities and towns. It stretched from eastern China, across central Asia and the Middle east, to the Mediterranean Sea. Businessmen traveled on the Silk Road from about 200 B.C. to about 1300 A.D.. Then sea travel began to offer new routes. Some people called the Silk Road the world’s longest highway. However, the Silk Road included many routes -- not just one smooth path. The routes ran through mountains and across deserts. They passed through an area that now includes 18 countries. The Silk Road had many dangers. These dangers ranged from hot sun and deep snow to thieves and wars. Only expert traders could survive.
The Silk Road got its name from its most prized goods. People used silk as money. They could pay taxes or buy goods with it. Traders carried more than just silk, though. They had gold, silver, and glass from Europe. People in the Middle East and Asia wanted these things. Businessmen also took horses from flat, grassy areas in central Asia and brought them to China and other areas. The horses changed the way people farmed and ran their armies. Indian businessmen traded salt and rare, beautiful stones. Chinese merchants traded medicine and china. They also traded paper, which quickly replaced animal skins in the west. Businessmen carried apples from central Asia to Rome. The Chinese had learned to combine different trees to create new kinds of fruit. They taught this science to others, such as the Romans. The Romans began to grow apples for food. The Silk Road led to worldwide commerce 2,000 years before the World Wide Web.
The people along the Silk Road did not share only goods. They also shared beliefs. Monks, priests, and other faith leaders taught their religions to others. The Silk Road created pathways for knowledge, diplomacy, and religion.
1. People turned to the sea for new routes after around 1300 A. D. because _____.| A． the Silk Road included many routes |
| B．the Silk Road passed through many areas |
| C．people traveled on the Silk Road for too long |
| D．there were more dangers along the Silk Road |
| A．Influential | B．Private | C．Valuable | D．Useful |
| A．The Silk Road helped spread religions to more people. |
| B．The Silk Road gave people the idea to build highways. |
| C．Some people probably died while travelling. |
| D．Westerners probably used to write on animal skins. |
| A．silk Road was built by China. |
| B．there used to be deaths along the path |
| C．trade went along with religion |
| D．many apple trees used to grow along the path |
| A．Science. | B．Travel. | C．Sports. | D．Culture. |
7 . This year some twenty-three hundred teenagers (young people aged from 13 to 19) from all over the world will spend about ten months in US homes. They will attend US schools, meet US teenagers, and form impressions of the real America. At the same time, about thirteen hundred American teenagers will go to other countries to learn new language and gain a new understanding of the rest of the world.
Here is a two-way student exchange in action. Fred, nineteen, spent last year in Germany with George’s family. In turn, George’s son Mike spent a year in Fred’s home in America.
Fred, a lively young man, knew little German when he arrived, but after two months’ study, the language began to come to him. Schools were completely different from what he had expected—much harder. Students rose respectfully when the teacher entered the room. They took fourteen subjects instead of the six that are usual in the United States. There were almost no outside activities.
Family life, too, was different. The father’s word was law, and all activities were around the family rather than the individual. Fred found the food too simple at first. Also, he missed having a car.
“Back home, you pick up some friends in a car and go out and have a good time. In Germany, you walk, but you soon learn to like it.”
At the same time, In America, Mike, a friendly German boy, was also forming his idea. “I suppose I should criticize American schools,” he says, “It is far too easy by our level. But I have to say that I like it very much. In Germany we do nothing but study. Here we take part in many outside activities. I think that maybe your schools are better in training for citizens. There ought to be some middle ground between the two countries”.
1. The world exchange programme is mainly to ______.| A．help teenagers in other countries know the real America |
| B．send students in America to travel in Germany |
| C．let students learn something about other countries |
| D．have teenagers learn new languages |
| A．American food tastes better than German food |
| B．German schools were harder than American schools |
| C．Americans and Germans were both friendly |
| D．There were more cars on the streets in America |
| A．there is some middle ground between the two teaching buildings |
| B．there are a lot of after-school activities |
| C．students usually take fourteen subjects in all |
| D．students walk outside to enjoy themselves |
| A．The life in Germany schools was easier for students |
| B．German schools had a lot of outside activities |
| C．American schools were not as good as German schools |
| D．The life in American schools was easier for students |
| A．a better education should include something good from both America and Germany |
| B．German schools trained students to be better citizens |
| C．American schools were as good as German schools |
| D．the easy life in the American schools was more helpful to students |
8 . Lawrence Ganti from the US has lived in Switzerland, Japan, and India. When his work with Merck, a company that develops treatments for many of the world’s most challenging diseases, first took him to Japan, he was struck by how comfortable his Japanese co-workers were with silence. During meetings in the US, people are usually uneasy with quiet and fill a quiet period with talk. Not so in Japan. “You don’t break the silence unless you have something important to say,” says Ganti. Surprisingly, when he next lived in India, he found conversations were typically lively, loud and full of interruptions (打岔). “Silence is never expected,” he says.
The Japanese value the building of trust and relationships, Ganti adds. In Japan, nothing might be accomplished (完成) in the first meeting, and no real progress may be made until the parties sit down for a lunch or dinner. Ganti remembers greeting foreigners who flew to Japan with the intention of holding their meeting and flying out that same day. “It’s just a half-hour discussion,” they told him. He replied, “That half-hour discussion won’t go anywhere.”
Cyrus Sabouri from New Jersey, the US, had similar experiences in the Middle East. He lives in Bahrain, where he works for American Express Middle East. “Meetings can require personal introductions, which often consume more of the meeting than the things to be discussed,” he says. He was frustrated by this custom when he first moved to the island nation. “You eventually learn that it is hard to draw the line between business and personal life,” he says. “Warm and friendly relationships can be the difference between a deal or no deal with the Bahraini.”
Ganti’s current job with Merck takes him throughout Latin America. While each country presents its own cultural puzzle to figure out, Ganti has found that cultures have a lot in common. In many parts of Latin America, for instance, giving straight advice or criticism in conversation isn’t typical. To make a point, he did just that in meetings, and attendees were often shocked. “I’m usually sent to places where change is needed,” Ganti says. “You have to make changes.”
1. How do Indians differ from the Japanese according to Ganti?| A．They easily accept silence. | B．They usually talk excitedly. |
| C．They dislike being interrupted. | D．They seem nervous in business meetings. |
| A．They would be invited to dinner. | B．They could leave Japan the next day. |
| C．They could get their tasks done soon. | D．They would have a very interesting meeting. |
| A．Work is more important than life there. | B．Personal introductions are often ignored. |
| C．There are a lot of long business meetings. | D．Bahrainis value relationships very highly. |
| A．They are generally willing to accept new ideas. |
| B．They like to solve puzzles in their spare time. |
| C．They seldom express their views directly. |
| D．They hardly ever make comments on others. |
| A．talk about some cultural differences |
| B．introduce his working experience in Latin America |
| C．give some facts about Japanese etiquette |
| D．discuss American’s impression on Middle East |
9 . Archaeologists(考古学家), studying Stonehenge and its surrounding area say they’ve dug up the relies of an untouched, ancient campsite that dates back to 6,000 years-a find that could rewrite British prehistory.
“This is the most important discovery at Stonehenge in over 60 years,” Professor Tim Darvill, a Bournemouth University archaeologist and a Stonehenge expert who did not take part in the new discovery, told the Telegraph. And as he told The Huffington Post in an email, the discovery changes earlier theories that Stonehenge was built in a landscape that was not heavily used before about 3000 B. C.
The discovery was made during a dig at Blick Mead, a site about 15 miles from Stonehenge. Researchers found charcoal(木炭) dating back to 4,000 B. C. and evidence of possible buildings, according to a statement released by the university. They also dug up burnt stone and tools, as well as the remains of animals-ancient cattle that served as food for ancient hunter-gatherers.
The researchers plan further analysis on the artificial objects but say they’re worried the tunnel construction(隧道建设) could damage the site and get in the way of their work.
“Blick Mead could explain what archaeologists have been searching for centuries-an answer to the story of Stonehenge’s past,” David Jacques, the University of Buckingham archaeologist who discovered the campsite, told The Guardian. “But our only chance to find out about the earliest part of Britain’s history could be ruined if the tunnel goes ahead.”
Stonehenge, a prehistoric monument made up of a ring of standing stones, lies eight miles north of Salisbury, England in Wiltshire. It has been listed as a World Heritage Site since 1986.
1. The main purpose of the passage is________| A．to introduce a recent discovery of ancient relics |
| B．to call on people to protect the ancient relics |
| C．to warn the researchers not to do further analysis |
| D．to attract more tourists to visit Stonehenge |
| A．the researchers express their concern that the relics might be ruined |
| B．the ancient campsite has been destroyed by the construction workers |
| C．archaeologists are repairing artificial objects founded in the relic site |
| D．the tunnel construction rewrites the earliest part of Britain’s history |
| A．Travel. | B．Business | C．Lifestyle | D．Culture |
| A．Stonehenge Is In Danger of Being Destroyed Because Of the Find. |
| B．New Stonehenge Discovery Described As Most Important In 60 years. |
| C．A New Tunnel Is Being Constructed Under Stonehenge. |
| D．Stonehenge Has Been Listed as a World Heritage Site Since 1986. |
10 . Economic development is necessary if we want to improve society. There comes a time when the old must give way to the new, and it is not possible to keep everything from our past as we move towards the future. Finding and keeping the right balance between progress and the protection of cultural sites can be a big challenge.
Big challenges, however, can sometimes lead to great solutions. In the 1950s, the Egyptian government wanted to build a new dam (坝) across the Nile in order to control floods, produce electricity, and supply water to more farmers in the area. But the idea led to protests (抗议). Water from the dam would likely damage a number of temples and destroy cultural relics (遗迹) that were an important part of Egypt’s cultural heritage (遗产). After listening to the scientists who had studied the problem, and citizens who lived near the dam, the government turned to the United Nations for help in 1959.
A committee was established to limit damage to the Egyptian buildings and prevent the loss of cultural relics. The group asked for contributions from different departments and raised funds within the international community. Experts investigated the issue, ran several tests, and then made a suggestion for how the buildings could be saved. Finally, a document was signed, and the work began in 1960.
The project brought together governments and environmentalists from around the world. Temples and other cultural sites were taken down piece by piece, and then moved and put back together again in a place where they were safe from the water. In 1961, German engineers moved the first temple. Over the next 20 years, thousands of engineers and workers rescued 22 temples and countless cultural relics. Fifty countries donated nearly $80 million to the project.
When the project ended in 1980, it was considered a great success. Not only had the countries found a path to the future that did not run over the relics of the past, but they had also learnt that it was possible for countries to work together to build a better tomorrow.
The spirit of the Aswan Dam project is still alive today. Perhaps the best example is shown by UNESCO, which runs a programme that prevents world cultural heritage sites around the world from disappearing. If a problem seems too difficult for a single nation, the global community can sometimes provide a solution.
1. In writing Paragraph 1, the author aims to ________.| A．present an argument | B．make a comparison |
| C．reach a conclusion | D．introduce a topic |
| A．The idea of building a dam has gained popularity. |
| B．The floods of the Nile destroy many temples and cultural relics every year. |
| C．A new idea met with a challenge. |
| D．A new dam was to build to protect Egypt’s cultural heritage. |
| A．To raise money for the dam. |
| B．To complete the dam as soon as possible. |
| C．To find a way to reduce the loss of cultural heritage. |
| D．To show that the government is taking this problem seriously. |
| A．The buildings were rebuilt in safe areas. |
| B．They were sold to other countries. |
| C．The buildings were taken down piece by piece. |
| D．The government finally gave up the dam project. |
| A．From Problems to Solutions |
| B．How to Build a Dam? |
| C．Protecting Cultural Heritage |
| D．The Aswan Dam |
