In a time of low academic achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers．However, the answers provided by Japanese preschools are not the ones Americans expected to find．In most Japanese preschools, surprisingly little emphasis is put on academic instruction．In one investigation(调查)，300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education．Only 2 percent of the Japanese respondents(答问卷者)listed“to give children a good start academically”as one of their top three reasons for a society to have preschools．In contrast(对照), over half the American respondents chose this as one of their top three choices．To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group．The vast majority of young Japanese children are taught to read at home by their parents．
In the recent comparison of Japanese and American preschool education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools．Sixty－two percent of the more individually oriented(强调个性发展的)Americans listed group experience as one off their top three choices．An emphasis on the importance of the group seen in Japanese early childhood education continues into elementary school education．
Like in America, there is diversity in Japanese early childhood education．Some Japanese kindergartens have specific aims, such as early musical training or potential(潜能)development, In large cities, some kindergartens are attached to universities that have elementary and secondary schools．
Some Japanese parents believer that if their young children attend a university-based program, it will increase the children’s chances of eventually being admitted to top-rated schools and universities．Several more progressive(先进的)programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens．
(1)
We learn from the first paragraph that many Americans believe
[ ]
A．
Japan’s higher education is better than theirs
B．
Japan’s economic success is a result of its scientific achievements
C．
Japanese preschool education emphasizes academic instruction
D．
Japanese parents are more involved in preschool education than American parents
(2)
Most Americans surveyed believe that preschools should also attach importance to ________．
[ ]
A．
guidance of parents
B．
problem solving
C．
group experience
D．
individually- oriented development
(3)
Free play has been introduced in some Japanese kindergartens in order to ________．
[ ]
A．
enrich children's knowledge
B．
develop children' s creativity
C．
broaden children's horizon
D．
lighten children's study load
(4)
Why do some Japanese parents send their children to university-based kindergartens？
[ ]
A．
They can do better in their future studies．
B．
They can be individually oriented when they grow up．
C．
They can have better chances of getting a first-rate education．
The summer of 1936, the Olympic Games were being held in Berlin because Adolf Hitler childishly insisted that his performers were members of a “master race”．
I wasn’t too worried about this．I’d trained, sweated myself for six years, with the Games in mind．On my way there all I could think about was taking home one or two of those gold medals．I had my eyes especially on the running broad jump．A year before, as a sophomore(大二学生)．I’d set the world’s record of 26 feet 8.25 inches．Nearly everyone expected me to win this event．
I was in for a surprise．When the time came for the broad-jump trials, a tall German boy named Luz Long hit the pit at almost 26 feet on his practice leaps! And Hitler hoped to win the jump with him, If Long won, it would add some new support to the Nazis “master race” theory．After all, I am a Negro．Angry about Hitler’s ways, I determined to go and really show Der Fuhrer and his master race who was superior and who wasn’t．
An angry athlete is an athlete who will make mistakes．I was no exception．On the first two of my three qualifying jumps, I fouled(犯规)twice．
Walking from the pit, I kicked angrily at the dirt．Suddenly I felt a hand on my shoulder．I turned to look into the friendly blue eyes of the tall German broad jumper, who had easily qualified for the finals on his first attempt．He offered me a firm handshake．
“Jesse Owens, I’m Luz Long．I don’t think we’ve met．”He spoke English well, though with a German twist to it．
“Glad to meet you, ”I said．Then, trying to hide my nervousness, I added, “How are you?”
“I’m fine．The question is：How are you?”
“What do you mean?” I asked．
“Something must be eating you, ”he said, “you should be able to qualify with your eyes closed．”
“Believe me, I know it．”I told him-and it felt good to say that to someone．
(1)
The author was sure that he was able to win one or two gold medals, because _________．
[ ]
A．
he simply wanted to prove the Nazis “master race” theory wrong
B．
no other athlete was close to him
C．
he had trained and was confident
D．
he was much stronger and swifter than the other athletes
(2)
Who do you think the underlined word “Der Fuhrer” in the 3rd paragraph refers to?
[ ]
A．
Jess Owens．
B．
Luz Long．
C．
Adolf Hitler．
D．
A running and jumping coach．
(3)
By saying “Something must be eating you” Luz Long really meant _________．
[ ]
A．
to frighten the American athlete not to get the gold medal
B．
to encourage Jesse Owens not to think about anything else and try his best
C．
to tell Jesse Owens to close his eyes when he performed
D．
to show off his foreign language skill
(4)
This passage implies _________．
[ ]
A．
Luz long was a follower of the Nazis “master race” theory
B．
before the war nationalistic feelings were at an all-time high
C．
Jesse Owens was looked down upon by others only because he was a Negro
D．
even at that special time there was true friendship between athletes