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Violin prodigies（神童）, I learned, have come in distinct waves from distinct regions. Most of the great performers of the late 19^th and early 20^th centuries were born and brought up in Russia and Eastern Europe. I asked Isaac Stern, one of the world’s greatest violinists, the reason for this phenomenon. “It’s very clear, “he told me. “They were all Jews and Jews at the time were severely oppressed and ill-treated in that part of the world. They were not allowed into the professional fields, but they were allowed to achieve excellence on a concert stage.” As a result, every Jewish parent’s dream was to have a child in the music school because it was a passport to the West.
Another element in the emergence of prodigies, I found, is a society that values excellence in a certain field and is able to nurture (培育) talent. Nowadays the most nurturing societies seem to be in the Far East. “In Japan, a most competitive society with stronger discipline than ours,” says Isaac Stern, “children are ready to test their limits every day in many fields, including music. When Western music came to Japan after World War II, that music not only became part of their daily lives, but it became a discipline as well.” The Koreans and Chinese, as we know, are just as highly motivated as the Japanese.
That’s a good thing, because even prodigies must work hard. Next to hard work, biological inheritance plays an important role in the making of a prodigy. J. S. Bach, for example, was the top of several generations of musicians, and four of his sons had significant careers in music.
【小題1】Jewish parents in Eastern Europe longed for their children to attend music school because ______.   

Violin prodigies (神童), I learned, have come in distinct waves from distinct regions. Most of the great performers of the late 19th and early 20th centuries were born and brought up in Russia and Eastern Europe. I asked Isaac Stern, one of the world’s greatest violinists the reason for this phenomenon. “It is very clear,” he told me. “They were all Jews and Jews at the time were severely oppressed and ill-treated in that part of the world. They were not allowed into the professional fields, but they were allowed to achieve excellence on a concert stage.” As a result, every Jewish parent’s dream was to have a child in the music school because it was a passport to the West.

Another element in the emergence of prodigies, I found, is a society that values excellence in a certain field to nurture (培育) talent. Nowadays, the most nurturing societies seem to be in the Far East. “In Japan, a most competitive society, with stronger discipline than ours,” says Isaac Stern, children are ready to test their limits every day in many fields, including music. When Western music came to Japan after World War II, that music not only became part of their daily lives, but it became a discipline as well. The Koreans and Chinese as we know, are just as highly motivated as the Japanese.

That’s a good thing, because even prodigies must work hard. Next to hard work, biological inheritance plays an important role in the making of a prodigy. J. S. Bach, for example, was the top of several generations of musicians, and four of his sons had significant careers in music.

1.  Jewish parents in Eastern Europe longed for their children to attend music school because ________.

A. it would allow them access to a better life in the West

B. Jewish children are born with excellent musical talent

C. they wanted their children to enter into the professional field

D. it would enable the family to get better treatment in their own country

2.  Nurturing societies as mentioned in the passage refer to societies that ________.

A. are highly motivated in the education of music

B. treasure talent and provide opportunities for its full development

C. encourage people to compete with each other

D. promise talented children high positions

3.Which of the following contributes to the emergence of musical prodigies according to the passage?

A. a natural gift.                        B. extensive knowledge of music.

C. very early training.                   D. a prejudice-free society.

4.  Which of the following titles best summarizes the main idea of the passage?

A. Jewish Contribution to Music       B. Training of Musicians in the World

C. Music and Society                  D. The Making of Music Prodigies

Violin prodigies (神童), I learned, have come in distinct waves from distinct regions. Most of the great performers of the late 19th and early 20th centuries were born and brought up in Russia and Eastern Europe. I asked Isaac Stern, one of the world’s greatest violinists the reason for this phenomenon. “It is very clear,” he told me. “They were all Jews and Jews at the time were severely oppressed and ill-treated in that part of the world. They were not allowed into the professional fields, but they were allowed to achieve excellence on a concert stage.” As a result, every Jewish parent’s dream was to have a child in the music school because it was a passport to the West.
Another element in the emergence of prodigies, I found, is a society that values excellence in a certain field to nurture (培育) talent. Nowadays, the most nurturing societies seem to be in the Far East. “In Japan, a most competitive society, with stronger discipline than ours,” says Isaac Stern, children are ready to test their limits every day in many fields, including music. When Western music came to Japan after World War II, that music not only became part of their daily lives, but it became a discipline as well. The Koreans and Chinese as we know, are just as highly motivated as the Japanese.
That’s a good thing, because even prodigies must work hard. Next to hard work, biological inheritance（遺傳） plays an important role in the making of a prodigy. J. S. Bach, for example, was the top of several generations of musicians, and four of his sons had significant careers in music.
【小題1】     Jewish parents in Eastern Europe longed for their children to attend music school because ________.

①Isaac Stern was more than a great violin player. He was one of the most honored musicians in the world. He was an international cultural ambassador. He was a major supporter of the arts in America and in other countries. He was a teacher and activist.
②Issac Stern was born in 1920 in what is now Ukraine. His parents moved to San Francisco, California the following year. His mother began teaching Isaac the piano when he was six. He began taking violin lessons after hearing a friend play the instrument. Later, he began studying music at the San Francisco Conservatory (音樂學院). He progressed quickly. When he was 16, he played with the San Francisco Symphony Orchestra. The next year, he performed in New York City and was praised by music critics.
③During World War II, Mr Stern played for thousands of American soldiers. It was the first time many of them had heard classical music. After the war, he was the first American violinist to perform in a concert in the Soviet Union. He also supported young musicians and cultural organizations in Israel.
④In 1979, Isaac Stern visited China. He met with Chinese musicians and students. He taught them about classical Western music. His visit was made into a film, which is called From Mao to Mozart: Isaac Stern in China. It won an Academy Award for best documentary film.
⑤In 1984, Isaac Stern received the Kennedy Center Honors Award for his gifts to American culture through music. He expressed his thoughts about the part that music plays in life. He said he believed that music makes life better for everyone, especially children.
⑥Mr Stern supported and guided younger classical musicians. They include violinists Itzhak Perlman and Pinchas Zukerman, cellist Yo-Yo Ma, and pianist Yefim Bronfman.
⑦Isaac Stern died in 2001 at eh age of 81. He was a major influence on music in the 20th century. He leaves the world richer with his many recordings.
1. Which of the following is the RIGHT time order for these events in Stern’s life?
a. He began learning music in an institution.
b. He received the Kennedy Center Honors Award.
c. He visited the Soviet Union.
d. He met with Chinese musicians.
e. He performed for American soldiers.
A. a,e,c,d,b     B. a,e,b,c,d     C. e,a,b,c,d     D. e,a,c,d,b
2. Paragraph 2 is mainly about ______.
A. how Stern began to learn music   B. how Stern began his musical career
C. Stern’s early education          D. Stern’s achievement in music
3. Which of the following statements about Stern is TRUE?
A. He was an activist in opposing war.
B. He was active in cultural exchanges between countries.
C. He had an interest in both playing music and making films.
D. He made a lot of money from music.
4. The Underlined word “cellist” in Paragraph 6 may refer to ________.
A. someone who supports young musicians
B. someone who wants to be a musician
C. someone who has a gift for music
D. someone who plays a certain kind of instrument
5. Which of the following shows the RIGHT structure of the text?
A.       ①                              B.       ①
↓                                         ↓
②③④⑤                                ②③④⑤⑥
↓                                         ↓
⑥⑦                                      ⑦
C. ①②③④⑤⑥                            D.    ①②③
↓                                           ↓
⑦                                      ④⑤⑥⑦

Violin prodigies (神童), I learned, have come in distinct waves from distinct regions. Most of the great performers of the late 19th and early 20th centuries were born and brought up in Russia and Eastern Europe. I asked Isaac Stern, one of the world’s greatest violinists the reason for this phenomenon. “It is very clear,” he told me. “They were all Jews and Jews at the time were severely oppressed and ill-treated in that part of the world. They were not allowed into the professional fields, but they were allowed to achieve excellence on a concert stage.” As a result, every Jewish parent’s dream was to have a child in the music school because it was a passport to the West.

Another element in the emergence of prodigies, I found, is a society that values excellence in a certain field to nurture (培育) talent. Nowadays, the most nurturing societies seem to be in the Far East. “In Japan, a most competitive society, with stronger discipline than ours,” says Isaac Stern, children are ready to test their limits every day in many fields, including music. When Western music came to Japan after World War II, that music not only became part of their daily lives, but it became a discipline as well. The Koreans and Chinese as we know, are just as highly motivated as the Japanese.

That’s a good thing, because even prodigies must work hard. Next to hard work, biological inheritance plays an important role in the making of a prodigy. J. S. Bach, for example, was the top of several generations of musicians, and four of his sons had significant careers in music.

   Jewish parents in Eastern Europe longed for their children to attend music school because ________.

A. it would allow them access to a better life in the West

B. Jewish children are born with excellent musical talent

C. they wanted their children to enter into the professional field

D. it would enable the family to get better treatment in their own country（A）

   Nurturing societies as mentioned in the passage refer to societies that ________.

A. are highly motivated in the education of music

B. treasure talent and provide opportunities for its full development

C. encourage people to compete with each other

D. promise talented children high positions（B）

Which of the following contributes to the emergence of musical prodigies according to the passage?

A. a natural gift.                      B. extensive knowledge of music.

C. very early training.                 D. a prejudice-free society.（A）

   Which of the following titles best summarizes the main idea of the passage?

A. Jewish Contribution to Music    B. Training of Musicians in the World

C. Music and Society                    D. The Making of Music Prodigies