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The way the Japanese greet each other is very different from people from other countr
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更多“The way the Japanese greet each other is very different from people from other countr”相关的问题
第1题
But there is a difference. In the original omiai, the young Japanese couldn't reject the partner chosen by his parents and their middlernan. After World War II, many Japanese abandoned the arranged marriage as part of their rush to adopt the more democratic ways of their American conquerors. The Western ren'ai kekkon , or love marriage, became popular; Japanese began picking their own mates by dating and falling in love.
But the Western way was often found wanting in an important respect: it didn't necessarily produce a partner of the right economic, social, and educational qualifications. "Today's young people are quite calculating," says Chieko Akiyama, a social commentator.
What seems to be happening now is a repetition of a familiar process in the country's history, the "Japanization" of an adopted foreign practice. The Western ideal of marrying for love is accommodated in a new orniai in which both parties are free to reject the match. "Omiai is evolving into a sort of stylized introduction," Mrs. Akiyama says.
Many young Japanese now date in their early twenties, but with no thought of marriage. When they reach the age—in the middle twenties for women, the late twenties for men—they increasingly turn to omiai. Some studies suggest that as many as 40% of marriages each year are omiai kekkon. It's hard to be sure, say those who study the matter, because many Japanese couples, when polled, describe their marriage as a love match even if it was arranged.
These days, doing omiai often means going to a computer matching service rather than to a nakodo. The nakodo of tradition was an old woman who knew all the kids in the neighborhood and went around trying to pair them off by speaking to their parents; a successful match would bring her a wedding invitation and a gift of money. But Japanese today find it's less awkward to reject a proposed partner if the nakodo is a computer.
Japan has about five hundred computer matching services. Some big companies, including Mitsubishi, run one for their employees. At a typical commercial service, an applicant pays $80 to $ 125 to have his or her personal data stored in the computer for two years and $ 200 or so more if a marriage results. The stored information includes some obvious items, like education and hobbies, and some not-so-obvious ones, like whether a person is the oldest child. (First sons, and to some extent first daughthers, face an obligation of caring for elderly parents. )
According to the passage, today's young Japanese prefer______.
A．a traditional arranged marriage
B．a new type of arranged marriage
C．a Western love marriage
D．a more Westernized love marriage
第2题
In Western cultures, for example, people perceive silence as negative. It suggests rejection, unhappiness, facial expression, regret, embarrassment, or ignorance.
However, the Japanese admire silence and consider it a key to success. A Japanese proverb says, “Those who know do not speak; those who speak do not know.”
Over 60 percent of Japanese businesswomen said that they would prefer to marry silent men. Silence is equated with wisdom.
1. According to this passage, what does nonverbal communication include？()
A.The use of time
B.Facial expressions
C.Gestures
D.All of the above
2. What does a raised eyebrow mean？()
A.Your boss doubts your statement.
B.Your boss is seriously considering your statement.
C.Your boss is unhappy with your statement.
D.The message sent by the raised eyebrow may be interpreted differently by people of another culture.
3. What is the main idea of Paragraph One？()
A.Verbal communication is important.
B.Nonverbal skills are more difficult to learn amongdifferent cultures.
C.Nonverbal communication is easy to learn.
D.Verbal skills are easy to be mastered.
4. How do western people view silence？()
A.It is positive.
B.It is approved.
C.It suggests unhappiness.
D.It suggests agreement.
5. “Those who know do not speak; those who speak do not know.”What does this Japanese proverb imply？()
A.It is negative.
B.It suggests embarrassment.
C.It suggests unhappiness.
D.It is equated with wisdom.
第3题
We each have our own preferred way of learning as a result of our cultural and educational back？grounds and our personalities. Experts have identi？fied different learning styles.
Visual Learners usually enjoy reading and prefer to see an image of the words they are learn？ing. Auditory Learners on the other hand prefer to learn by listening. They enjoy conversations and talking to others.
Some people like to learn by using their hands to touch objects？ while others like to move around and need frequent breaks from sitting at a desk.
There are Analytical Learners meaning they enjoy understanding how the language works. They love studying grammar rules and like to focus on de？tails whereas Global Learners are more interested in communicating their ideas and are not worried about whether what they say is grammatically correct.
In spoken English the Japanese tend to be Re？flective Learners. They think carefully before they speak to ensure their message is accurate. They do not make so many mistakes but their communication is slower. European learners tend to be Impulsive Learners. They speak more fluently and worry about how well they are communicating rather than how many mistakes they are making.
So to do well in a language？ you should identi- fy your style. and try to find a class that will teach you the way you want to learn. For example if you are a Reflective Learner you may not do so well in a purely conversational class and as an Auditory Learner you probably don't want to do so much reading. In fact if you are an Auditory Learner you are probably not enjoying yourself right now!
(1)The passage mainly talks about () .
A. the difficult learning styles of some people
B. the easy learning ways of other people
C. the different learning styles of the Japanese
D. the different learning methods of all the people
(2)Which of the following phrases isn't con？nected with the learning style？
A. The way people are taught to learn a language.
B. The place where people are from.
C. The size of people.
D. The kind of person people are.
(3)Visual Learners like to () .
A. see things
B. touch things
C. hear things
D. do things
(4)Auditory Learners like to ().
A. hear things
B. buy things
C. destroy things
D. paint things
(5)Analytical Learners() .
A. are similar to Global Learners
B. never worry about mistakes
C. love to study details
D. do well in conversation
第4题
For many years, Hawaiian customs were looked down on or【25】. Now there is new pride in the old ways. Children are learning the【26】language and the traditional songs and dances. At the University of Hawaii there is a great deal of interest in the history of the islands and the culture of the【27】.
Visitors to the islands【28】to see the island paradise as it【29】to be. Large numbers of tourists from the Mainland【30】in Hawaii daily. Signs of modem tourism are【31】. Honolulu and its suburbs, a quiet area of about 250,000 thirty years【32】, is now a crowded area of 800,000 residents and【33】.
As you drive around the island of Oahu, you can find some of the beaches are closed【34】the public, and more and more tourist resorts are being built in areas that were unspoiled. Hawaiians【35】about what will happen to the old way of life.
(51)
A．local
B．original
C．folk
D．migratory
第5题
The relationship between formal education and e(‘onol11lc growth in poor countries is widely misunderstood by economists and politicians alike.Progress in both areas is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the
conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it. because new educational systems there an putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living.
Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak.The U·S.workforce was.and poorly educated and one of primary cause of the poor U.S. economic performance. Japan was. And remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan. and Toyota achieved about 95 percent of the productivity of their
Japanese counterparts-a result of the training that U.S. workers received on the job.
What is the real relationship between education and economic. development&39;？ We have to suspect that continuing economic growth promotes the development of education even when governments don&39;t force it. After all, that&39;s how education got started. When our ancestors were hunters and gatherers 10,000),ears ago, they didn&39;t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other thing.
As education improved, humanity&39;s productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance.Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn&39;t constrain the ability of the developing world&39;s workforce to substantially improve productivity for the forested future. On the contrary, constraints on improving productivity explain why education isn&39;t developing more quickly there than it is.
A major difference between the Japanese and U.S workforces is that__.
A.the Japanese workforce is better disciplined
B.the Japanese workforce is more productive
C.the U.S workforce has a better education
D.the U.S workforce is more organized
第6题
Mercedes experienced one of its worst years ever in 1992. The auto maker's worldwide car sales fell by 5 percent from the previous year, to a low of 527,500. Before the decline, in 1988, the company could sell close to 600,000 cars per year. In Germany alone, there were 30,000 fewer new Mercedes registrations last year than in 1991. As a result, production has plunged by almost 50,000 cars to 529, 400 last year, a level well beneath the company's potential capacity of 650,000. Mercedes's competitors have been catching up in the U.S., the world's largest car market. In 1986, Mercedes sold 100,000 vehicles in America; by 1991, the number had declined to 39,000. Over the last two years, the struggling company has lost a slice of its U.S. market share to BMW, Toyota and Nissan. And BMW outsold Mercedes in America last year for the first time in its history. Meanwhile, just as Mercedes began making some headway in Japan, a notoriously difficult market, the Japanese economy fell on hard times and the company saw its sales decline by 13 percent in that country.
Revenues(收益) will hardly improve this year, and the time has come for getting down to business. At Mercedes, that means cutting payrolls, streamlining production and opening up to consumer needs. Revolutionary steps for a company that once considered itself beyond improvement.
The author's intention in citing various nationalities' interests in Mercedes is to illustrate Mercedes' ______.
A．sale strategies
B．market monopoly
C．superior quality
D．past record
第7题
Have standards declined？ There is no objective way of answering this question. Tests of the traditional sort— compositions, pr6cis writing, and so on—have always been subjective, so they cannot be used to judge whether people have got better or not over the years. But so-called objective tests are useless as a measure of progress too. They have not been used consistently in the same "concentration" over the period they have been in use, so there is no way of comparing exams "now" and "then". Moreover, usually in the form. of multiple choice questions, they do not, by and large, test the things that really count in mastering a language. Even comprehension is a partly "creative" activity in real life, as we have to think of possible meanings for ourselves rather than have them suggested for us from outside. And people can be trained in the techniques of multiple choice, while others fail the tests because they have been led astray precisely by their "suggestive" nature, so they are not really objective at all. We are left with only personal impression to go on.
My own is that, if anything, standards have declined somewhat in the last thirty or forty years, despite all the new theories, tools and techniques that have been developed. I am not alone in this judgment In Sweden, for instance, Professors Johannes Hedberg and Gu.slav Kofien, two of the most experienced workers in the field; have on several occasions drawn attention to the lack of progress in the teaching of foreign languages since the late fifties. Yet Sweden is a sophisticated society with extremely high educational and academic standards, and very concerned not to be cut off from the rest of the world. If such a country cannot achieve advances in the study of foreign languages, it is unlikely that many, if any, others have done so.
Japan is another community where remarkably little progress has been made in the learning of English. It is probably as important for Japan as for Sweden to master that language, and there is much academic effort put into linguistic research of various kinds. Yet the average standard of language learning is abysmally low, particularly for such a highly literate and educated society. This is no doubt in part the result of a vicious circle: many of the professors of English at Japanese universities are themselves incapable of speaking or writing or even understanding the language well.
Which of the following is TRUE according to the passage？
A．Multiple choice questions are objective because people cannot be trained any techniques.
B．Sweden emphasizes the teaching of English without paying attention to other countries.
C．We have to depend on our own impression to judge the English standards.
D．Compositions are useful to test people's English ability because people have to write out their viewpoints.
第8题
Professor Taiju Matsuzawa wanted to find out why otherwise healthy farmers in northern Japan appeared to be losing their ability to think and reason at a relatively early age, and how the process of ageing could be slowed down.
With a team a colleague (同事) at Tokyo National University, he set about measuring brain volumes of a thousand people of different ages and varying occupations.
" Computer technology enabled the researchers to obtain precise (精确的) measurements of the volume of the front and side sections of the brain, which relate to intellect (智能) and emotion, and determine the human character. " The rear section of the brain, which controls functions like eating and breathing, does not contract with age, and one can continue living without intellectual or emotional facilities.
Contraction of front and side parts—as cells die off—was observed in some subjects in their thirties, but it was still not evident in some sixty- and seventy-year-olds.
Matsuzawa concluded from his tests that there is a simple remedy to the contraction normally associated with age—using the head.
The findings show in general terms that contraction of the brain begins sooner in people in the country than in the towns. Those least at risk, says Matsuzawa, are lawyers, followed by university professors and doctors. White collar workers doing routine work in government offices are, however, as likely to have shrinking brains as the farm workers, bus drivers and shop assistants.
Matsuzawa's findings show that thinking can prevent the brain from shrinking. Blood must circulate properly in the head to supply the fresh oxygen the brain cells need. "The best way to maintain good blood circulation is through using the brain, " he says, "Think hard and engage in conversation. Don't rely on pocket calculators.
The team of doctors wanted to find out______.
A．how to make people live longer
B．the size of certain people's brains
C．which people are most intelligent
D．why certain people age sooner than others
第10题
The Japanese, _______ average, live much longer than the Europeans.
A、with
B、in
C、to
D、on
