Part II   Reading Comprehension

(35 minutes)

Directions:  There are 4 passages in this part. Each passage is followed by some questions or               unfinished statements. For each of them there are four choices marked A), B), C)               and D). You should decide on the best choice and mark the corresponding letter on               the Answer Sheet with a single line through the centre.

 Passage OneQuestions 11 to 15 are based on the following passage.

    Scratchy throats, stuffy noses and body aches all spell misery, but being able to tell if the cause is a cold orflu ( ~,~ ) may make a difference in how long the misery lasts.

    The American Lung Association (ALA) has issued new guidelines on combating colds and the flu(流感), and one of the keys is being able to quickly tell the two apart. That's because the prescription drugs available for the flu need to be taken soon after the illness sets in. As for colds, the sooner aperson starts taking over-the-counter remedy, the sooner relief will come.

    The common cold and the flu are both caused by viruses. More than 200 viruses can cause cold symptoms, while the flu is caused by three viruses - flu A, B and C. There is no cure for eitherillness, but the flu can be prevented by the flu vaccine ( ~-~ ), which is, for most people, the bestway to fight the flu, according to the ALA.

    But if the flu does strike, quick action can help. Although the flu and common cold have manysimilarities, there are some obvious signs to look for.

    Cold symptoms such as stuffy nose, runny nose and scratchy throat typically develop gradu-

ally, and adults and teens often do not get a fever. On the other hand, fever is one of the character-

istic features of the flu for all ages. And in general, flu symptoms including fever and chills, sore

throat and body aches come on suddenly and are more severe than cold symptoms.

    The ALA notes that it may be particularly difficult to tell when infants and preschool age

children have the flu. It advises parents to call the doctor if their small children have flu-like

symptoms.

    Both cold and flu symptoms can be eased with over-the-counter medications as well. However,children and teens with a cold or flu should not take aspirin for pain relief because of the risk of Reye syndrome(综合症) ，a rare but serious condition of the liver and central nervous system.Reye syndrome .

    There is, of course, no vaccine for the common cold. But frequent hand washing and avoiding close contact with people who have colds can reduce the likelihood of Catching one.

 11. According to the author, knowing the cause of the misery will help         

A) shorten the duration of the illness

B) the patient buy medicine over the counter

C) the patient obtain cheaper prescription drugs

D) prevent people from catching colds and the flu

 12. We learn from the passage that       

A) one doesn't need to take any medicine if he has a cold or the flu

B) aspirin should not be included in over-the-counter medicines for the flu

C) delayed treatment of the flu will harm the liver and central nervous system

D) over-the-counter drugs can be taken to ease the misery caused by a cold or the flu

 13. According to the passage, to combat the flu effectively,         

A) one should identify the virus which causes it

B) one should consult a doctor as soon as possible

C) one should take medicine upon catching the disease

D) one should remain alert when the disease is spreading

 

14. Which of the following symptoms will distinguish the flu from a cold?

A)A stuffy nose.

B) A high temperature.

Ci A sore throat.

D) A dry cough.

 15. If children have flu-like symptoms, their parents        

A) are advised not to give them aspirin

B) should watch out for signs of Reye syndrome

C) are encouraged to take them to hospital for vaccination

D) should prevent them from mixing with people running a fever

 Passage Two   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 ex-

pected 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 success ful careers in first grade and beyond, Japanese schools do not teach reading, writing, and math ematics, 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 Japa-

nese respondents chose providing children with a group experience as one of their top three rea-

sons 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 universi-

ties. Several more progressive programs have introduced free play as a way out for the heavy

intellectualizing in some Japanese kindergartens.

 16. 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

 17. Most Americans surveyed believe that preschools should also attach importance to            

A) problem solving

B) group experience

believe that preschools should also attach importance to

C) parental guidance

D) individually-oriented development

 18. In Japan's preschool education, the focus is on        

A) preparing children academically

B) developing children's artistic interests

C) tapping children's potential

D) shaping children's character

 19. Free play has been introduced in some Japanese kindergartens in order to         

A) broaden children's horizon

B) cultivate children's creativity

C) lighten children's study load

D) enrich children's knowledge

 

20. 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.