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Languagecanbeusedtorefertocontextsremovedfromtheimmediatesituationsofthespeaker.Thisfeatureiscalled（）
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Questions16to20arebasedonthefollowingpassage.InatimeoflowacademicachievementbychildrenintheUnitedStates,manyAmericansareturningtoJapan,acountryofhighacademicachievementandeconomicsuccess,forpossibleanswers.However,theanswersprovidedbyJapanesepreschoolsarenottheonesAmericansexpectedtofind.InmostJapanesepreschools,surprisinglylittleemphasisisputonacademicinstruction.Inoneinvestigation,300Japaneseand210Americanpreschoolteachers,childdevelopmentspecialists,andparentswereaskedaboutvariousaspectsofearlychildhoodeducation.Only2percentoftheJapaneserespondents(答问卷者)listed“togivechildrenagoodstartacademically”asoneoftheirtopthreereasonsforasocietytohavepreschools.Incontrast,overhalftheAmericanrespondentschosethisasoneoftheirtopthreechoices.Topreparechildrenforsuccessfulcareersinfirstgradeandbeyond,Japaneseschoolsdonotteachreading,writing,andmathematics,butratherskillssuchaspersistence,concentration,andtheabilitytofunctionasamemberofagroup.ThevastmajorityofyoungJapanesechildrenaretaughttoreadathomebytheirparents.IntherecentcomparisonofJapaneseandAmericanpreschooleducation,91percentofJapaneserespondentschoseprovidingchildrenwithagroupexperienceasoneoftheirtopthreereasonsforasocietytohavepreschools.Sixty-twopercentofthemoreindividuallyoriented(强调个性发展的)Americanslistedgroupexperienceasoneoftheirtopthreechoices.AnemphasisontheimportanceofthegroupseeninJapaneseearlychildhoodeducationcontinuesintoelementaryschooleducation.LikeinAmerica,thereisdiversityinJapaneseearlychildhoodeducation.SomeJapanesekindergartenshavespecificaims,suchasearlymusicaltrainingorpotentialdevelopment.Inlargecities,somekindergartensareattachedtouniversitiesthathaveelementaryandsecondaryschools.SomeJapaneseparentsbelievethatiftheiryoungchildrenattendauniversity-basedprogram,itwillincreasethechildren’schancesofeventuallybeingadmittedtotop-ratedschoolsanduniversities.SeveralmoreprogressiveprogramshaveintroducedfreeplayasawayoutfortheheavyintellectualizinginsomeJapanesekindergartens.WelearnfromthefirstparagraphthatmanyAmericansbelieve（）
Questions16to20arebasedonthefollowingpassage.InatimeoflowacademicachievementbychildrenintheUnitedStates,manyAmericansareturningtoJapan,acountryofhighacademicachievementandeconomicsuccess,forpossibleanswers.However,theanswersprovidedbyJapanesepreschoolsarenottheonesAmericansexpectedtofind.InmostJapanesepreschools,surprisinglylittleemphasisisputonacademicinstruction.Inoneinvestigation,300Japaneseand210Americanpreschoolteachers,childdevelopmentspecialists,andparentswereaskedaboutvariousaspectsofearlychildhoodeducation.Only2percentoftheJapaneserespondents(答问卷者)listed“togivechildrenagoodstartacademically”asoneoftheirtopthreereasonsforasocietytohavepreschools.Incontrast,overhalftheAmericanrespondentschosethisasoneoftheirtopthreechoices.Topreparechildrenforsuccessfulcareersinfirstgradeandbeyond,Japaneseschoolsdonotteachreading,writing,andmathematics,butratherskillssuchaspersistence,concentration,andtheabilitytofunctionasamemberofagroup.ThevastmajorityofyoungJapanesechildrenaretaughttoreadathomebytheirparents.IntherecentcomparisonofJapaneseandAmericanpreschooleducation,91percentofJapaneserespondentschoseprovidingchildrenwithagroupexperienceasoneoftheirtopthreereasonsforasocietytohavepreschools.Sixty-twopercentofthemoreindividuallyoriented(强调个性发展的)Americanslistedgroupexperienceasoneoftheirtopthreechoices.AnemphasisontheimportanceofthegroupseeninJapaneseearlychildhoodeducationcontinuesintoelementaryschooleducation.LikeinAmerica,thereisdiversityinJapaneseearlychildhoodeducation.SomeJapanesekindergartenshavespecificaims,suchasearlymusicaltrainingorpotentialdevelopment.Inlargecities,somekindergartensareattachedtouniversitiesthathaveelementaryandsecondaryschools.SomeJapaneseparentsbelievethatiftheiryoungchildrenattendauniversity-basedprogram,itwillincreasethechildren’schancesofeventuallybeingadmittedtotop-ratedschoolsanduniversities.SeveralmoreprogressiveprogramshaveintroducedfreeplayasawayoutfortheheavyintellectualizinginsomeJapanesekindergartens.MostAmericanssurveyedbelievethatpreschoolsshouldalsoattachimportanceto（）
Questions16to20arebasedonthefollowingpassage.InatimeoflowacademicachievementbychildrenintheUnitedStates,manyAmericansareturningtoJapan,acountryofhighacademicachievementandeconomicsuccess,forpossibleanswers.However,theanswersprovidedbyJapanesepreschoolsarenottheonesAmericansexpectedtofind.InmostJapanesepreschools,surprisinglylittleemphasisisputonacademicinstruction.Inoneinvestigation,300Japaneseand210Americanpreschoolteachers,childdevelopmentspecialists,andparentswereaskedaboutvariousaspectsofearlychildhoodeducation.Only2percentoftheJapaneserespondents(答问卷者)listed“togivechildrenagoodstartacademically”asoneoftheirtopthreereasonsforasocietytohavepreschools.Incontrast,overhalftheAmericanrespondentschosethisasoneoftheirtopthreechoices.Topreparechildrenforsuccessfulcareersinfirstgradeandbeyond,Japaneseschoolsdonotteachreading,writing,andmathematics,butratherskillssuchaspersistence,concentration,andtheabilitytofunctionasamemberofagroup.ThevastmajorityofyoungJapanesechildrenaretaughttoreadathomebytheirparents.IntherecentcomparisonofJapaneseandAmericanpreschooleducation,91percentofJapaneserespondentschoseprovidingchildrenwithagroupexperienceasoneoftheirtopthreereasonsforasocietytohavepreschools.Sixty-twopercentofthemoreindividuallyoriented(强调个性发展的)Americanslistedgroupexperienceasoneoftheirtopthreechoices.AnemphasisontheimportanceofthegroupseeninJapaneseearlychildhoodeducationcontinuesintoelementaryschooleducation.LikeinAmerica,thereisdiversityinJapaneseearlychildhoodeducation.SomeJapanesekindergartenshavespecificaims,suchasearlymusicaltrainingorpotentialdevelopment.Inlargecities,somekindergartensareattachedtouniversitiesthathaveelementaryandsecondaryschools.SomeJapaneseparentsbelievethatiftheiryoungchildrenattendauniversity-basedprogram,itwillincreasethechildren’schancesofeventuallybeingadmittedtotop-ratedschoolsanduniversities.SeveralmoreprogressiveprogramshaveintroducedfreeplayasawayoutfortheheavyintellectualizinginsomeJapanesekindergartens.WhydosomeJapaneseparentssendtheirchildrentouniversity-basedkindergartens?（）
Questions21to25arebasedonthefollowingpassage.Leaddeposits,whichaccumulatedinsoilandsnowduringthe1960’sand70’s,wereprimarilytheresultofleadedgasolineemissionsoriginatingintheUnitedStates.InthetwentyyearsthattheCleanAirActhasmandatedunleadedgasuseintheUnitedStates,theleadaccumulationworldwidehasdecreasedsignificantly.AstudypublishedrecentlyinthejournalNatureshowsthatair-borneleadedgasemissionsfromtheUnitedStatesweretheleadingcontributortothehighconcentrationofleadinthesnowinGreenland.ThenewstudyisaresultofthecontinuedresearchledbyDr.CharlesBoutron,anexpertontheimpactofheavymetalsontheenvironmentattheNationalCenterforScientificResearchinFrance.AstudybyDr.Boutronpublishedin1991showedthatleadlevelsinarctic(北极的)snowweredeclining.Inhisnewstudy,Dr.BoutronfoundtheratiosofthedifferentformsofleadintheleadedgasolineusedintheUnitedStatesweredifferentfromtheratiosofEuropean,AsianandCanadiangasolinesandthusenabledscientiststodifferentiate(区分)theleadsources.ThedominantleadratiofoundinGreenlandsnowmatchedthatfoundingasolinefromtheUnitedStates.InastudypublishedinthejournalAmbio,scientistsfoundthatleadlevelsinsoilintheNortheasternUnitedStateshaddecreasedmarkedlysincetheintroductionofunleadedgasoline.Manyscientistshadbelievedthattheleadwouldstayinsoilandsnowforalongerperiod.TheauthorsoftheAmbiostudyexaminedsamplesoftheupperlayersofsoiltakenfromthesamesitesof30forestfloorsinNewEngland,NewYorkandPennsylvaniain1980andin1990.Theforestenvironmentprocessedandredistributedtheleadfasterthanthescientistshadexpected.Scientistssaybothstudiesdemonstratethatcertainpartsoftheecosystem(生态系统)respondrapidlytoreductionsinatmosphericpollution,butthatthesefindingsshouldnotbeusedasalicensetopollute.TheauthorsoftheAmbiostudyhavefoundthat（）
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