Questions 16 to 20 are based on the following passage.
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, 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 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 of 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 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.

Most Americans surveyed believe that preschools should also attach importance to （）

A:problem solving B:group experience C:parental guidance D:individually-oriented development

Questions 16 to 20 are based on the following passage.
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, 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 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 of 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 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.

Why do some Japanese parents send their children to university-based kindergartens?（）

A:They can do better in their future studies. B:They can accumulate more group experience there. C:They can be individually oriented when they grow up. D:They can have better chances of getting a first-rate education

Americans today believe that acceptable social behavior follows effortlessly from personal virtue. The (1) between morals and manners has become blurred. (2) you need is a good heart, most people assume, and the (3) will take care of itself. You don’t have to write thank-you notes.
Many Americans believe that natural behavior is beautiful. The "natural" (4) to human relations presumes that to know any person well enough is to love him, that the (5) human problem is a communication problem. This (6) that people might be separated by basically, generally irreconcilable differences--philosophical, political, or religious--and assumes that all such differences are (7) misunderstandings.
Indeed, it has never been easier to insult people inadvertently. A gentleman opens a door for a lady because his mother taught him that ladies (8) such courtesies, but she (9) and spits in his eye because he has insulted her womanhood. A young lady offers her seat in a (10) bus to an elderly, frail gentleman, and he gives her a (11) look because she has insulted his (12) Mind you, those are just people (13) to be nice; the only problem is that they are (14) on different systems of (15) .
Curiously, it has never been (16) to insult people intentionally. If you say, "You are nasty and I hate you," the person is (17) to reply, "Oh, you’re feeling (18) ; I’ll wait until you feel better. "
The idea the people can behave "naturally" without resorting to a(n) (19) code tacitly agreed upon by their society is as silly as the idea that they can communicate by using a language without (20) accepted semantic and grammatical rules.

2（）

A:superficially B:profoundly C:commonly D:individually

Recent legal research indicated that incorrect identification is a major factor in many miscarriages of justice. It also suggests that identification of people by witnesses in a courtroom is not as (1) as commonly believed. Recent studies do not support the (2) of faith judges, jurors, lawyers and the police have in eyewitness evidence.
The Law Commission recently published an educational paper, "Total Recall The Reliability of Witness (3) ", as a companion guide to a proposed code of evidence. The paper finds that commonly held (4) about how our minds work and how well we remember are often wrong. But while human memory is (5) change, it should not be underestimated.
In court witnesses are asked to give evidence about events, and judges and juries (6) its reliability. The paper points out that memory is complex, and the reliability of any person’s recall must be assessed (7) .
Both common sense and research say memory (8) over time. The accuracy of recall and recognition are (9) their best immediately (10) encoding the information, declining at first rapidly, then gradually. The longer the delay, the more likely it is that information obtained after the event will interfere (11) the original memory, which reduces (12) .
The paper says (13) interviews or media reports can create such (14) . "People are particularly susceptible to having their memories (15) when the passage of time allows the original memory to (16) , and will be most susceptible if they repeat the (17) as fact."
Witnesses may see or read information after the event, then (18) it to produce something (19) than what was experienced, significantly reducing the reliability of their memory of an event or offender, "Further, witnesses may strongly believe in their memories, even though aspects of those memories are (20) false./

9（）

A:interactively B:comparatively C:horizontally D:individually

It has been generally recognized that a youngster’s social development has a profound effect on his academic progress. Children who have trouble getting along with their classmates can end up falling behind academically as well and have a higher chance of dropping our of school than the other children. In the early grades especially, experts say, youngsters should be encouraged to work in groups rather than individually so that teachers can spot kids who may be having problems making friends. "When children work on a project," says Lillian kate, an educational professor at the University of Illinois, "they learn to work together, to disagree, to think, to take turns and to lighten tensions. These skills can’t be learned through teachers’ lectures in the class. We all know people who have wonderful technical skills but don’t have any social skills. Relationship should be the first important aspect that children should learn in and out of the school."
At a certain age, children are also learning to judge themselves in relation to others. For most children, their goals are not set by an internal clock but by the outside world. Just as the 1-year-old kid struggling to walk, the 6-year-old is struggling to meet adult expectations. Young kids don’t know how to distinguish early-childhood education. If they try hard to do something and fail, even for the first time, they may make the conclusion that they will never be able to accomplish a particular task. "The effects are serious," says Kate. "A child who has had his confidence really damaged basically needs a rescue operation."

The word "spot" in the third sentence of the first paragraph most probably means（）

A:watch for B:help with C:teach individually D:drop

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, 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 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 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) Americans listed group experience as one of 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 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.
Most Americans surveyed believe that preschools should also attach importance to______.

A:problem solving B:group experience C:parental guidance D:individually-oriented development

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, 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 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 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) Americans listed group experience as one of 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 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.
Why do some Japanese parents send their children to university based kindergartens

A:They can do better in their future studies. B:They can accumulate more group experience there. C:They can be individually oriented when they grow up. D:They can have better chances of getting a first-rate education.

Societies such as the United States or Canada, are characterized by various national, religious, and cultural differences, as a result, people there highly value individualism -the differences among people. Teachers place a lot of importance on the qualities that make each student special. The educational systems in these countries show these values. Students work individually and find answers themselves rather than memorize information. At an early age, students learn to form their own ideas and opinions.
American people attach much importance to individualism because

A:they are required to work individually instead of in groups. B:they have so much in common that difference is valued. C:the educational systems teach people to value individualism. D:they come from different national, religious and cultural backgrounds.

In information theory, "information" is regarded as knowledge which reduces or removes (71) about the occurrence of a specific event from a given set of possible events. The concept "event" is to be understood as used in the theory of probability. For instance, an event may be the occurrence of a (72) character or word in a given message or in a given position of a message.
In communication theory, channel is defined as that part of a communication system that connects the message source with the message sink. An encoder may be inserted between the message source and the input to the channel, and a (73) between the output of the channel and the message sink. Generally, these two units are not considered as being parts of the channel. In certain cases, however, they may be considered as pans of the message source and message sink, (74) . In information theory (75) to Shannon, the channel can be characterized by the set of conditional probabilities of occurrence of all the messages received at the message sink when a given message emanates from the message source.

（74）处填（）。

A:separately B:respectively C:individually D:distributed