Professional Documents
Culture Documents
Grade 10 Questionnaire
Grade 10 Questionnaire
Martin's
summer. At that season he would have to take longer walks about the garden and beside the
river, so as to get thoroughly chilled, and then drink a big glass of vodka and eat a salted
mushroom or a soused cucumber, and then--drink another. . . . The children would come running
from the kitchen-garden, bringing a carrot and a radish smelling of fresh earth. . . . And then, he
would lie stretched full length on the sofa, and in leisurely fashion turn over the pages of some
illustrated magazine, or, covering his face with it and unbuttoning his waistcoat, give himself up
to slumber.
The St. Martin's summer is followed by cloudy, gloomy weather. It rains day and night, the bare
trees weep, the wind is damp and cold. The dogs, the horses, the fowls--all are wet, depressed,
downcast. There is nowhere to walk; one can't go out for days together; one has to pace up and
down the room, looking despondently at the grey window. It is dreary!
Ivan Dmitritch stopped and looked at his wife.
"I should go abroad, you know, Masha," he said.
And he began thinking how nice it would be in late autumn to go abroad somewhere to the South
of France ... to Italy ... to India!
"I should certainly go abroad too," his wife said. "But look at the number of the ticket!"
"Wait, wait! ..."
He walked about the room and went on thinking. It occurred to him: what if his wife really did go
abroad? It is pleasant to travel alone, or in the society of light, careless women who live in the
present, and not such as think and talk all the journey about nothing but their children, sigh, and
tremble with dismay over every farthing. Ivan Dmitritch imagined his wife in the train with a
multitude of parcels, baskets, and bags; she would be sighing over something, complaining that
the train made her head ache, that she had spent so much money.... At the stations he would
continually be having to run for boiling water, bread and butter. ...She wouldn't have dinner
because of its being too dear....
"She would begrudge me every farthing," he thought, with a glance at his wife. "The lottery ticket
is hers, not mine! Besides, what is the use of her going abroad? What does she want there? She
would shut herself up in the hotel, and not let me out of her sight.... I know!"
2. What change in the trait of the two characters can be observed in the
story?
A. ambitious – stingy
B. considerate – quarrelsome
C. contented – selfish
D. loving - unkind
3. What does the lottery ticket symbolize based on the behavior of the two
characters?
A. ambition
B. dreams
C. greed
D. success
A. cold
B. desperate
C. embarrassed
D. ominous
6. What is the main lesson that one can learn from the passage?
A. Desire for money can potentially ruin one’ relationship with other people.
B. People should not completely rely on game of chances.
C. Taking risk is not worth it after all.
D. Be mature enough to be responsible in one’s relationship.
So, I'll be speaking to you using language ... because I can. This is one these magical abilities that we humans
have. We can transmit really complicated thoughts to one another. So what I'm doing right now is, I'm making
sounds with my mouth as I'm exhaling. I'm making tones and hisses and puffs, and those are creating air
vibrations in the air. Those air vibrations are traveling to you, they're hitting your eardrums, and then your brain
takes those vibrations from your eardrums and transforms them into thoughts. I hope.
I hope that's happening. So because of this ability, we humans are able to transmit our ideas across vast
reaches of space and time. We're able to transmit knowledge across minds. I can put a bizarre new idea in your
mind right now. I could say, "Imagine a jellyfish waltzing in a library while thinking about quantum mechanics."
Now of course, there isn't just one language in the world, there are about 7,000 languages spoken around the
world. And all the languages differ from one another in all kinds of ways. Some languages have different sounds,
they have different vocabularies, and they also have different structures -- very importantly, different structures.
That begs the question: Does the language we speak shape the way we think? Now, this is an ancient question.
People have been speculating about this question forever. Charlemagne, Holy Roman emperor, said, "To have
a second language is to have a second soul" -- strong statement that language crafts reality. But on the other
hand, Shakespeare has Juliet say, "What's in a name? A rose by any other name would smell as sweet." Well,
that suggests that maybe language doesn't craft reality.
These arguments have gone back and forth for thousands of years. But until recently, there hasn't been any
data to help us decide either way. Recently, in my lab and other labs around the world, we've started doing
research, and now we have actual scientific data to weigh in on this question.
So let me tell you about some of my favorite examples. I'll start with an example from an Aboriginal community
in Australia that I had the chance to work with. These are the Kuuk Thaayorre people. They live in Pormpuraaw
at the very west edge of Cape York. What's cool about Kuuk Thaayorre is, in Kuuk Thaayorre, they don't use
words like "left" and "right," and instead, everything is in cardinal directions: north, south, east and west. And
when I say everything, I really mean everything. You would say something like, "Oh, there's an ant on your
southwest leg." Or, "Move your cup to the north-northeast a little bit." In fact, the way that you say "hello" in
Kuuk Thaayorre is you say, "Which way are you going?" And the answer should be, "North-northeast in the far
distance. How about you?"
[…]
There are also really big differences in how people think about time. So here I have pictures of my grandfather
at different ages. And if I ask an English speaker to organize time, they might lay it out this way, from left to
right. This has to do with writing direction. If you were a speaker of Hebrew or Arabic, you might do it going in
the opposite direction, from right to left.
But how would the Kuuk Thaayorre, this Aboriginal group I just told you about, do it? They don't use words like
"left" and "right." Let me give you hint. When we sat people facing south, they organized time from left to right.
When we sat them facing north, they organized time from right to left. When we sat them facing east, time came
towards the body. What's the pattern? East to west, right? So for them, time doesn't actually get locked on the
body at all, it gets locked on the landscape. So for me, if I'm facing this way, then time goes this way, and if I'm
facing this way, then time goes this way. I'm facing this way, time goes this way -- very egocentric of me to have
the direction of time chase me around every time I turn my body. For the Kuuk Thaayorre, time is locked on the
landscape. It's a dramatically different way of thinking about time.
[…]
I want to leave you with this final thought. I've told you about how speakers of different languages think
differently, but of course, that's not about how people elsewhere think. It's about how you think. It's how the
language that you speak shapes the way that you think. And that gives you the opportunity to ask, "Why do I
think the way that I do?" "How could I think differently?" And also, "What thoughts do I wish to create?"
Excerpt from the TED Talk, How Language Shapes the Way We Think by Lera Boroditsky
7. Which of the following best describes the main idea of the article?
A. Narratives
B. Cause and effect
C. Problem-solution
D. Enumeration and examples
10. What kind of arguments did the speaker use in presenting her ideas?
A. Expert opinion
B. Research
C. Testimonial
D. Secondary information
11. Why did the speaker show the pictures of her grandfather?
A. To prove that blood related don’t necessarily speak the same language
B. To point out that her grandfather came from the same lineage of the
aboriginal community
C. To show that concept of time differs depending on the age of the person
D. To further explain that people perceive time differently.
12. What might be the best reason in using rhetorical questions in concluding
her speech?
A. couples who argue about the future of their families in the midst of crisis
B. group of parents who have conflicting feelings regarding the condition of
their sons in times of war
C. people who display strong opposition against government
D. rebellious sons who are against the decision of their parents
14. What historical event might have influenced the writer in developing the
story?
A. Bubonic plague
B. Cold war between Russia and US
C. Economic depression
D. World war
15. Which of the following lines favor the decision of the government?
A. Maybe, but in our case it is our only son," ventured the husband.
B. Nasty world," muttered the husband with a sad smile.
C. Nonsense. Do we give life to our own children for our own benefit?"
D. You should thank God that your son is only leaving now for the front.
16. All of the following are realities depicted in the story except …
And should we defeat every enemy, and should we double our wealth and conquer the
stars, and still be unequal to this issue, then we will have failed as a people and as a
nation. For with a country as with a person, "What is a man profited, if he shall gain the
whole world, and lose his own soul?"
This was the first nation in the history of the world to be founded with a purpose. The great
phrases of that purpose still sound in every American heart, North and South: "All men are
created equal," "government by consent of the governed," "give me liberty or give me
death." Well, those are not just clever words, or those are not just empty theories. In their
name Americans have fought and died for two centuries, and tonight around the world they
stand there as guardians of our liberty, risking their lives.
Those words are a promise to every citizen that he shall share in the dignity of man. This
dignity cannot be found in a man's possessions; it cannot be found in his power, or in his
position. It really rests on his right to be treated as a man equal in opportunity to all others.
It says that he shall share in freedom, he shall choose his leaders, educate his children,
provide for his family according to his ability and his merits as a human being. To apply
any other test -- to deny a man his hopes because of his color, or race, or his religion, or
the place of his birth is not only to do injustice, it is to deny America and to dishonor the
dead who gave their lives for American freedom.
Our fathers believed that if this noble view of the rights of man was to flourish, it must be
rooted in democracy. The most basic right of all was the right to choose your own leaders.
The history of this country, in large measure, is the history of the expansion of that right to
all of our people. Many of the issues of civil rights are very complex and most difficult. But
about this there can and should be no argument.
There is no reason which can excuse the denial of that right. There is no duty which
weighs more heavily on us than the duty we have to ensure that right.
18. How did the speaker make a valid support on his claim?
19. At the beginning of the speech, the speaker seems to be biased against …
A. Americans
B. African American
C. Negroes
D. Native American
20. The speaker mentioned that, Americans have fought and died for two
centuries, and tonight around the world they stand there as guardians of
our liberty, risking their lives. What can you infer about the author’s bias
based on the aforementioned lines?
21. Which of the following lines directly support the change that the speaker
wishes to happen?
A. … rarely in any time does an issue lay bare the secret heart of America
itself …
B. … the rights of man was to flourish, it must be rooted in democracy…
C. …there is only an American problem …
D. … to dishonor the dead who gave their lives for American freedom…
http://www.ushistory.org/civ/11c.asp
22. Which textual aid illustrate the location of the former Inca civilization?
A. Marginal notes on the Descendants of the Incas
B. The Mountain Institute, Western Virginia
C. The Inca Empire ranged 2500 miles from Ecuador to Chile
D. 11.c The Inca Empire: The Children of the Sun
23. Which text feature support the existence of Inca civilization in history?
A. Marginal notes on the Descendants of the Incas
B. The Mountain Institute, Western Virginia
C. The Inca Empire ranged 2500 miles from Ecuador to Chile
D. 11.c The Inca Empire: The Children of the Sun
24. How does the illustration about the Spanish conquistador help the readers
understand his role in Inca’s history?
A. The illustration portrays him with a negative image.
B. The illustration shows his achievement on the progress of the civilization.
C. The illustration proves the real existence of Inca.
D. The illustration reminds the readers about the downfall of Inca civilization.
~End of Test ~