High-school students in France and Germany are to learn modern history from the same textbook starting in the new school year．It's thought that the new book will help the next generation of French and Germans develop a shared European identity．
The book, called“Histoire/Geschichte”the French and German words for“history”, was co-written by historians from both countries．It will provide students from both sides of the Rhine with the different explanations of their common history．The idea for the books came about in 2003, when high school students from both countries celebrated the 40th anniversary of the Elysee Treaty(爱丽舍条约)–a friendship treaty signed to show that France and Germany had buried their post-war differences．The students' suggestion soon got strong support from both governments．“The big lesson is that hatred(仇恨)won't last forever,”said French Education Minister Gilles de Robien．“This book allows us to create a joint future and build on our past,”he added．
“The book is another milestone in France-German relations,”Peter Miler, a German official told Reuters．He said that it's the first time that two nations have sat down and written history together．“If France and Germany can do it, why shouldn't other countries follow suit?”
(1)
The book“Histoire/Geschichte will help France and Germany ________
[ ]
A．
share the same history
B．
share the same generation
C．
develop their relations
D．
develop their industries
(2)
Who first came up with the idea for the same textbook of France and Germany：________
Many Americans are turning to Japan, they think, 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 survey, 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, 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 determination, concentration, and the ability to work as a member of a group．The huge majority of young Japanese children are taught to read at home by their parents．
Like in America, there is diversity(多样性)in Japanese early childhood education．Some Japanese kindergartens have specific aims, such as early musical training or potential development．In large cities, some kindergartens are attached to universities that have elementary and secondary schools．Some Japanese parents believe 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 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．
Japanese parents are more involved in preschool education than American parents
B．
Japan's economic success is a result of its scientific achievements
C．
Japanese preschool education emphasizes academic instruction
D．
Japan's higher education is superior to theirs
(2)
In Japan's preschool education, the focus is on ________．
[ ]
A．
preparing children academically
B．
developing children's artistic interests
C．
developing children's potential
D．
shaping children's character
(3)
Why do some Japanese parents send their children to university-based kindergartens?
[ ]
A．
They can have better chances of getting a first-rate education．
B．
They can make more group experience grow there．
C．
They can be individually oriented when they grow up．
D．
They can do better in their future studies．
(4)
Free play has been introduced in some Japanese kindergartens in order to ________．
[ ]
A．
broaden children's knowledge
B．
lighten children's study load
C．
train children's creativity
D．
enrich children's experience
(5)
Which of the following statements is true?
[ ]
A．
Most of the Japanese preschools pay much attention to academic instructions．
B．
Very few Japanese respondents don't agree to give children a start academically．
C．
In Japan it is common for parents to teach their children at home．
D．
American respondents don't agree to give children a start academically．
Our boat floated on, between walls of forest too thick to allow us a view of the land we were passing through, though we knew from the map that our river must from time to time be passing through chains of hills which crossed the jungle plains．Nowhere did we find a place where we could have landed：where the jungle did not actually spread right down into the river, banks of soft mud prevented us going ashore．In any case, what would we have sailed by landing?The country was full of snakes and other dangerous creatures, and the jungle was so thick that one would be able to advance only slowly, cutting one’s way with knives the whole way．So we stayed in the boat, hoping we reached the sea, a friendly fisherman would pick us up and take us to civilization．
We lived on fish, caught with home-made net of string(we had no hooks), and fruits and nuts we could pick up out of the water．As we had no fire, we had to eat everything, including the fish, raw I had never tasted raw fish before, and I must say I did not much enjoy the experience; perhaps sea fish which do not live in the mud are less tasteless．After eating my raw fish, I lay back and dreamed of such things as fried chicken and rice, and ice-cream．In the never-ending damp heat of the jungle, ice-cream was a particularly frequent dream．
As for water, there was a choice：we could drink the muddy river water, or die of thirst．We drank the water．Men who had just escaped what had appeared to be certain death lose all worries about such small things as diseases caused by dirty water．In fact, none of us suffered from any illness as a result．
One day we passed another village, but fortunately nobody saw us．We did not wish to risk being taken prisoners a second time：we might not be so lucky to escape in a stolen boat again．
(1)
What they could see in the boat was only ________．
[ ]
A．
high wall
B．
villagers from time to time
C．
vast land
D．
heavy woods
(2)
They couldn’t land because ________．
[ ]
A．
the mud on the shore was too soft
B．
the forest was too thick to let them go through
C．
they could not find the mark on the map
D．
they could not find anyone to lead them out of the forest
(3)
The passage infers that the forest was ________．
[ ]
A．
rich of fruits and animals to be served as food
B．
not very thick as they could advance slowly by cutting the branches
C．
full of various dangerous beings
D．
full of ancient trees
(4)
The most proper title for this passage might be ________．
[ ]
A．
Escape
B．
Scenes of a River
C．
How to Survive on a boat
D．
A New Experience
阅读理解：
Our boat floated on, between walls of forest too thick to allow us a view of the land we were passing through, though we knew from the map that our river must from time to time be passing through chains of hills which crossed the jungle plains．Nowhere did we find a place where we could have landed：where the jungle did not actually spread right down into the river, banks of soft mud prevented us going ashore．In any case, what would we have sailed by landing?The country was full of snakes and other dangerous creatures, and the jungle was so thick that one would be able to advance only slowly, cutting one’s way with knives the whole way．So we stayed in the boat, hoping we reached the sea, a friendly fisherman would pick us up and take us to civilization．
We lived on fish, caught with home-made net of string(we had no hooks), and fruits and nuts we could pick up out of the water．As we had no fire, we had to eat everything, including the fish, raw I had never tasted raw fish before, and I must say I did not much enjoy the experience; perhaps sea fish which do not live in the mud are less tasteless．After eating my raw fish, I lay back and dreamed of such things as fried chicken and rice, and ice-cream．In the never-ending damp heat of the jungle, ice-cream was a particularly frequent dream．
As for water, there was a choice：we could drink the muddy river water, or die of thirst．We drank the water．Men who had just escaped what had appeared to be certain death lose all worries about such small things as diseases caused by dirty water．In fact, none of us suffered from any illness as a result．
One day we passed another village, but fortunately nobody saw us．We did not wish to risk being taken prisoners a second time：we might not be so lucky to escape in a stolen boat again．
(1)
What they could see in the boat was only ________．
[ ]
A．
high wall
B．
villagers from time to time
C．
vast land
D．
heavy woods
(2)
They couldn’t land because ________．
[ ]
A．
the mud on the shore was too soft
B．
the forest was too thick to let them go through
C．
they could not find the mark on the map
D．
they could not find anyone to lead them out of the forest．
(3)
The passage infers that the forest was ________．
[ ]
A．
rich of fruits and animals to be served as food
B．
not very thick as they could advance slowly by cutting the branches
C．
full of various dangerous beings
D．
full of ancient trees
(4)
The most proper title for this passage might be ________．
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