psychological        unions         come             conditions         physical            norms
individual           form            originate          personal            original           mental

“Environment factors” are characteristics of the broader environment
such as economic (1) __________, social and cultural (2) _________
and political factors that can affect the individuals’ behaviour. (3)
_____ factors include physical and personal attributes e.g., age,
sex, race, education and abilities, psychological factors are less
observable. They are (4) characteristics and
attributes such as values, attitudes, personality and aptitudes that affect
behaviour through complex (5) processess.
All aspects of the physical world that can be seen, heard, feld, smelled
or touched are part of the (6) environment of behaviour.
The social environment of an (7) includes relationships with
family, friends, co-workers, supervisors and subordinates and
membership in groups such as (8) . The behaviour
of others (as distinct from the individual relationship with them) is also
part of an individual’s social environment. Any “norms, rules, laws or
reward systems that (9)_______ with other individuals or groups
help to (10)_________ on individual’s social environment.

GIÚP MÌNH VỚI, MÌNH ĐANG CẦN GẤP, MÌNH CẢM ƠN

psychological        unions         come             conditions         physical            norms
individual           form            originate          personal            original           mental

“Environment factors” are characteristics of the broader environment
such as economic (1) __________, social and cultural (2) _________
and political factors that can affect the individuals’ behaviour. (3)
_____ factors include physical and personal attributes e.g., age,
sex, race, education and abilities, psychological factors are less
observable. They are (4) characteristics and
attributes such as values, attitudes, personality and aptitudes that affect
behaviour through complex (5) processess.
All aspects of the physical world that can be seen, heard, feld, smelled
or touched are part of the (6) environment of behaviour.
The social environment of an (7) includes relationships with
family, friends, co-workers, supervisors and subordinates and
membership in groups such as (8) . The behaviour
of others (as distinct from the individual relationship with them) is also
part of an individual’s social environment. Any “norms, rules, laws or
reward systems that (9)_______ with other individuals or groups
help to (10)_________ on individual’s social environment.

GIÚP MÌNH VỚI, MÌNH ĐANG CẦN GẤP, MÌNH CẢM ƠN

psychological unions come conditions physical norms individual form originate personal original mental “Environment factors” are characteristics of the broader environment such as economic (1) __________, social and cultural (2) _________ and political factors that can affect the individuals’ behaviour. (3) _____ factors include physical and personal attributes e.g., age, sex, race, education and abilities, psychological factors are less observable. They are (4) characteristics and attributes such as values, attitudes, personality and aptitudes that affect behaviour through complex (5) processess. All aspects of the physical world that can be seen, heard, feld, smelled or touched are part of the (6) environment of behaviour. The social environment of an (7) includes relationships with family, friends, co-workers, supervisors and subordinates and membership in groups such as (8) . The behaviour of others (as distinct from the individual relationship with them) is also part of an individual’s social environment. Any “norms, rules, laws or reward systems that (9)_______ with other individuals or groups help to (10)_________ on individual’s social environment. GIÚP MÌNH VỚI, MÌNH ĐANG CẦN GẤP, MIMHF CẢM ƠN

1.Stress/is/us/all/time.->............................................................................................

2.It/come/mental/emotional activities/as well/physical activities.

->............................................................................................

3.It/unique/personal/each/us->............................................................................................

4.It/so personal/that/what/may/relaxing/one person/may/stressful/another.

->............................................................................................

5. For example/you/busy/executive/who/like/keep/occupied/all/time

->...........................................................................................

6.''Taking it easy''/beach/beautiful day/you/feel/extremely/frustrating/nonproductive/uspetting

->........................................................................................................

7.You/may/emotionally/distressed/''doing nothing''.

->........................................................................................................

8.Too/much/emotial stress/cause/physical illness/such/high blood pressure/even/heart disease.

->........................................................................................................

9.Phusical stress/work/or/exercise/no/likely/such/ailment.

->........................................................................................................

10.truth/that/physical exercise/help/you/relax/better/handle/mental/emotinal stress.

->........................................................................................................

1. Security refers to physical and psychological safety. Families can provide security.

A. Families can provide security that refers to physical and psychological safety.

B. The security that families can provide refers to physical and psychological safety.

C. Referring to physical and psychological safety is the security provided by families.

D. Provided by families, security refers to physical and psychological safety.

2. There is no one like you. Without you, your family would not be the same.

A. Your family would not be the same if there were no one like you.

B. If there were someone like you, your family would be the same.

C. There is no one like you, without whom, your family would not be the same.

D. Because there is no one like you, then your family would never be the same.

Read the following passage and choose A, B, C or D to indicate the correct answer to each of the questions.

   If we believe that clothing has to do with covering the body, and costume with the choice of a particular form of garment for a particular use, then we can say that clothing depend primarily on such physical conditions as climate, health, and textile manufacture, whereas costume reflect social factors such as religious beliefs, aesthetics, personal status, and the wish to be distinguished from or to emulate our fellows.

   The ancient Greeks and the Chinese believed that we first covered our bodies for some physical reason such as protecting ourselves from the weather elements. Ethnologists and psychologists have invoked psychological reasons: modesty in the case of ancients, and taboo, magical influence and the desire to please for the moderns.

   In early history, costume must have fulfilled a function beyond that of simple utility, perhaps through some magical significance, investing primitive man with the attributes of other creatures. Ornaments identified the wearer with animals, gods, heroes or other men. This identification remains symbolic in more sophisticated societies. We should bear in mind that the theater has its distant origins in sacred performances, and in all period children at play have worn disguises, so as to adapt gradually to adult life.

   Costume helped inspire fear or impose authority. For a chieftain, costume embodied attributes expressing his power, while a warrior’s costume enhanced his physical superiority and suggested he was superhuman. In more recent times, professional or administrative costume has been devised to distinguish the wearer and express personal or delegated authority; this purpose is seen clearly in the judge’s robes and the police officer’s uniform. Costume denotes power, and since power is usually equated with wealth, costume came to be an expression of social caste and material prosperity. Military uniform denotes rank and is intended to intimidate, to protect the body and to express membership in a group. At the bottom of the scale, there are such compulsory costumes as the convict’s uniform. Finally, costume can possess a religious significance that combines various elements: an actual or symbolic identification with a god, the desire to express this in earthly life, and the desire to enhance the wearer’s position of respect.

Question: Psychological reasons for wearing garments include

A. protection from cold

B. availability of materials

C. prevention of illness

D. wishing to give pleasure

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.

If we believe that clothing has to do with covering the body, and costume with the choice of a particular form of garment for a particular use, then we can say that clothing depends primarily on such physical conditions as climate, health, and textile manufacture, whereas costume reflects social factors such as religious beliefs, aesthetics, personal status, and the wish to be distinguished from or to emulate our fellows.

The ancient Greeks and the Chinese believed that we first covered our bodies for some physical reasons such as protecting ourselves from the elements. Ethnologists and psychologists have invoked psychological reasons: modesty in the case of the ancients, and taboo, magical influence and the desire to please for the moderns.

In early history, costume must have fulfilled a function beyond that of simple utility, perhaps through some magical significance, investing primitive man with the attributes of other creatures. Ornaments identified the wearer with animals, gods, heroes or other men. This identification remains symbolic in more sophisticated societies. We should bear in mind that the theater has its distant origins in sacred performances, and in all periods children at play have worn disguises, so as to adapt gradually to adult life.

Costume helped inspire fear or impose authority. For a chieftain, costume embodied attributes expressing his power, while a warrior’s costume enhanced his physical superiority and suggested he was superhuman. In more recent times, professional or administrative costume has been devised to distinguish the wearer and to express personal or delegated authority; this purpose is seen clearly in the judge’s robes and the police officer’s uniform. Costume denotes power, and since power is usually equated with wealth, costume came to be an expression of social caste and material prosperity. Military uniform denotes rank and is intended to intimidate, to protect the body and to express membership in a group. At the bottom of the scale, there are such compulsory costumes as the convict’s uniform. Finally, costume can possess a religious significance that combines various elements: an actual or symbolic identification with a god, the desire to express this in earthly life, and the desire to enhance the wearer’s position of respect.

Psychological reasons for wearing garments include _____.

A. protection from cold

B. wishing to give pleasure

C. prevention of illness

D. availability of materials