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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 from 35 to 42.

  Most of us associate robots with films such as Star Wars, I, Robot or AI, but in reality they have more to do with social issues and politics rather than science fiction. The term robot first made its appearance in a play entitled Rossum s Universal Robots written almost a century ago by a Czechoslovakian playwright by the name of Karel Capek. Capek got the name robot from the Slavic word ‘ robota’ which means forced labour. In his play, he portrays a society where robots, which look human, are mass produced to work in the place of people.

  Capeks story was well received by the critics but never really got credit for being the source of the notion of robots. The play has significant relevance to our society today, as humanoid-type robots are being created to fulfil a wide range of tasks. Robot engineers are not only developing mindless worker drones, but are attempting to create human-like companion robots for people. Consequently, the question of what actually makes us human is the subject of lively debate.

  In the USA, sociable robotics is developing at a relatively rapid rate and a human companion type of robot could soon be a reality. Japanese researchers see a very bright future for these robots who will serve as friends or family to the lonely. Nevertheless, one needs to ask if a human being can have a relationship with a machine in the same way as they do with other people or animals and if so, what effect this could have on our society. The success of robot toys or virtual pets suggests that this type of relationship is possible.

  Research shows that children tend to have similar relationships with humans as with non-humans whereas the same is true for adults only with pets or when the robot is designed to look like a child. This is probably because robots display superficial emotions and cannot as yet replace human touch. But will these machines one day succeed in replacing humans?

  Some paint a very dark picture of a robot society and predict that artificially intelligent machines will take control of the entire planet and dominate the human race. However robot technology is still in its infancy and the idea of them taking over the world is pure fantasy to most of us, including scientists. In fact, most robots can only perform very basic tasks and even the most advanced robot that is capable of expressing over forty different emotions seems to do so in a totally random manner, regardless of what is going on around it.

  In spite of the simplicity of today’s robots, robotic technology is impacting our everyday lives in a dramatic way. Nowadays, our robots are becoming more and more like those portrayed in Capeks work. In a society where human relationships are so often strained, it is no surprise that the possibility for human-robot relationships is increasing.

Advanced robots still only _____________ .

A. express emotions randomly 

B. perform basic tasks 

C. express over forty emotions 

D. react to emotions just like humans

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 from 35 to 42.

 

TEACHING IN INDIA

by Elise Cooper

  ‘Elise in India’. That was the name of my blog last year when I took a year out between school and university. I was lucky enough to get a teaching job abroad through an international organization. I was going to work in a school attached to a children’s home in north-west India. There were eight of us on the week-long introduction course in the capital, Delhi. As well as advice and ideas for teaching we were given information about health and local customs, and learned a few essential phrases in the local language.

  Another course member, Lucy, was coming to the same school as me and we were both nervous when we set off on the 15-hour bus ride to the children’s home. I had worked as a classroom assistant before, but here I wouldn’t be much older than some of my pupils. How would I manage? My worries disappeared once we reached the home. Our rooms were on the top floor above the girls’ bedrooms and from the window we looked out across flat fields full of fruit trees and could just see the snow-covered mountain tops in the distance.

  There were 90 children in the home, aged between five and 20. In addition there were a small number of pupils who came in each day from the area around. Although they were a little shy to start with, they were so keen to ask us questions that we quickly became friends.

  Lucy and I taught four lessons a day, mainly spelling, reading and general knowledge. We had a textbook but since it wasn’t very exciting, we tried to make the lessons more interesting with activities and games. This wasn’t always easy: there was a mixture of ages in each class because pupils had begun their education at different times. Like schoolchildren everywhere, they didn’t always behave perfectly in class. However, they used to send us notes apologizing afterwards, or thanking us for an interesting lesson, so we didn’t really mind.

  The best fun came after school, though. We spent many happy hours playing games or football or just chatting with the children. On Friday afternoons, Lucy and I were in charge of sport, which had just been introduced at the school. Trying to organize fifty children into cricket teams is something I’ll never forget. Another of my memories is playing in goal for a boys’ football game. Even though Lucy and a group of little girls joined in as extra goalkeepers, we still managed to let the other side score!

  I was terribly sad to leave. I felt I had learned as much as - if not more than - my pupils from the experience.

Elise and Lucy were responsible for teaching the following lessons EXCEPT _________.

A. general knowledge

B. spelling

C. reading

D. history