SECTION D. READING COMPREHENSION (40 points)Part I. Fill in each gap with ONE suitable word to complete the following paragraph. (20 points)Our classes take place for three hours every morning from Monday (1) Friday. The maximum class size is twelve (2) the average is ten. We use modern methods of (3) and learning, and the school has a language laboratory, a video camera and recorders. However, you will only be successful in improving (4) English if you work hard and (5) speaking English as much as you can. You will take a short (6) in English as soon as you arrive. In this way, we can put you in a (7) at the most suitable level. There are two classes at the Elementary level; one is for complete beginners and the other is for students who know only a little English. In both classes you will practise simple conversations. In the class (8) the intermediate level you will have a lot of practice in communication in real-life situations because we help you to use the English you have previously (9) in your own country, You will also have chances to improve your (10) of English grammar and to build up your vocabulary...Your 1.2.3.4. 5.6. 7.8. 9.10.

the reason some people sacrifice their own life for another person's life could be that they are in love with them and would do anything to keep them safe a protected even if that means risking their life in the process

b. the poet identifies with private people.

    in the stanza, dickinson states she doesn't wish to seek fame and recognition from the public eye. nor is she afraid of authority figures, and you can definitely tell she isn't hiding something. more as she identifies with private people, who are not known by the community

what are the questions?

the thousand and one nights – or, as i prefer to call them in the following for purely practical reasons: the arabian nights – as we perceive them three hundred years after antoine galland’s epochal french adaptation bear a distinct arabic imprint. meanwhile, the commonly accepted model for their textual history acknowledges various stages in the conceptualization and effective formation of both the collection’s characteristic frame story and the embedded repertoire. the vast majority of tales in the preserved manuscripts of the nights has been integrated into the collection during two periods of arabic influence, the so-called baghdad and cairo periods (gerhardt 1963: 115–374). these “arabic” stages are preceded by an iranian version, probably dating to pre-islamic times, which in its turn profits from both structural devices and narrative contents originating from indian tradition. considering the eminent position that iran and iranian culture hold in the early stages of the textual history of the arabian nights, surprisingly few details are known concerning the collection’s relation to and its actual position within the iranian cultural context. in the following, i will discuss links between the arabian nights and iranian culture on several levels. in surveying these links, i will treat five major areas: (1) the iranian prototype of the nights; (2) tales of alleged persian origin; (3) persian characters within the tales; (4)persian translations of the arabian nights; and (5) the position of the arabian nights in modern iran