Read the story about a student who studies abroad and experiences culture shock. Pay attention to feelings, cultural differences, and how the student adapts to a new environment. Choose the best answer for each question based on the information in the text.
When 14-year-old Marta arrived in Japan for a student exchange programme, everything seemed exciting at first. She had always been curious about other cultures and wanted to gain experience outside Latvia. However, during her first days at school, she began to feel confused. Many things were different from what she expected.
One of the biggest surprises was body language. In Latvia, Marta was used to friendly eye contact and smiling when speaking with teachers. In Japan, students often looked down to show respect. At first, Marta felt uncomfortable because she thought people were not interested in the conversation. Later, she understood that this greeting style was simply part of local social rules.
Another challenge was personal space. Marta noticed that students stood closer to each other when talking, especially with friends. During her first group activity, she felt nervous and a little embarrassed because she did not know how close she should stand. She was worried about making mistakes, but her classmates were patient and helpful.
Table manners were also very different. Marta was surprised to learn that making noise while eating noodles was acceptable. In Latvia, she had always learned that good table manners meant eating quietly. At first, she felt stressed because she did not want to behave incorrectly. However, she soon realised that every culture has its own traditions.
During the first weeks, Marta sometimes felt lonely and homesick. She missed her family, her favourite food, and speaking her native language every day. Simple things, such as buying a train ticket or understanding homework instructions, could make her feel confused or worried. Even small problems sometimes caused stress.
Luckily, Marta decided to keep an open mind. She reminded herself that feeling uncomfortable was part of learning something new. She started asking questions and observing how other students behaved. Instead of feeling embarrassed, she became curious about cultural differences. She began to accept differences and understand that social rules are not better or worse – just different.
Slowly, Marta started to make progress. She learned how to greet teachers politely, how to respect personal space, and how to follow local table manners. She also developed skills such as communication, problem-solving, and confidence. Each new experience helped her gain experience and understand the world better.
By the end of the programme, Marta felt proud of herself. She realised that culture shock was not only a difficult experience but also an opportunity to grow. She had learned to solve problems, adapt to new situations, and communicate with people from another culture.
When Marta returned home, she understood something important: feeling confused, nervous, or uncomfortable at the beginning is completely normal. Culture shock helps people learn, develop skills, and become more open-minded. Thanks to this experience, Marta now feels more confident travelling to new countries and meeting new people.
One of the biggest surprises was body language. In Latvia, Marta was used to friendly eye contact and smiling when speaking with teachers. In Japan, students often looked down to show respect. At first, Marta felt uncomfortable because she thought people were not interested in the conversation. Later, she understood that this greeting style was simply part of local social rules.
Another challenge was personal space. Marta noticed that students stood closer to each other when talking, especially with friends. During her first group activity, she felt nervous and a little embarrassed because she did not know how close she should stand. She was worried about making mistakes, but her classmates were patient and helpful.
Table manners were also very different. Marta was surprised to learn that making noise while eating noodles was acceptable. In Latvia, she had always learned that good table manners meant eating quietly. At first, she felt stressed because she did not want to behave incorrectly. However, she soon realised that every culture has its own traditions.
During the first weeks, Marta sometimes felt lonely and homesick. She missed her family, her favourite food, and speaking her native language every day. Simple things, such as buying a train ticket or understanding homework instructions, could make her feel confused or worried. Even small problems sometimes caused stress.
Luckily, Marta decided to keep an open mind. She reminded herself that feeling uncomfortable was part of learning something new. She started asking questions and observing how other students behaved. Instead of feeling embarrassed, she became curious about cultural differences. She began to accept differences and understand that social rules are not better or worse – just different.
Slowly, Marta started to make progress. She learned how to greet teachers politely, how to respect personal space, and how to follow local table manners. She also developed skills such as communication, problem-solving, and confidence. Each new experience helped her gain experience and understand the world better.
By the end of the programme, Marta felt proud of herself. She realised that culture shock was not only a difficult experience but also an opportunity to grow. She had learned to solve problems, adapt to new situations, and communicate with people from another culture.
When Marta returned home, she understood something important: feeling confused, nervous, or uncomfortable at the beginning is completely normal. Culture shock helps people learn, develop skills, and become more open-minded. Thanks to this experience, Marta now feels more confident travelling to new countries and meeting new people.
1. Why did Marta initially feel "uncomfortable" when Japanese students looked down during conversations?
2. How does culture shock help people, according to the text?
3. What does “keep an open mind” mean in this story?
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