1 . As Frans de Waal, a primatologist (灵长动物学家), recognizes, a better way to think about other creatures would be to ask ourselves how different species have developed different kinds of minds to solve different adaptive problems. Surely the important question is not whether animals can do the same things humans can, but how those animals solve the cognitive (认知的) problems they face, like how to imitate the sea floor. Children and some animals are so interesting not because they are smart like us, but because they are smart in ways we haven’t even considered.

Sometimes studying children’s ways of knowing can cast light on adult-human cognition. Children’s pretend play may help us understand our adult taste for fiction. De Waal’s research provides another interesting example. We human beings tend to think that our social relationships are rooted in our perceptions, beliefs, and desires, and our understanding of the perceptions, beliefs, and desires of others — what psychologists call our “theory of mind.” In the 80s and 90s, developmental psychologists showed that pre-schoolers and even infants understand minds apart from their own. But it was hard to show that other animals did the same. “Theory of mind” became a candidate for the special, uniquely human trick.

Yet de Waal’s studies show that chimps (黑猩猩) possess a remarkably developed political intelligence — they are much interested in figuring out social relationships. It turns out, as de Waal describes, that chimps do infer something about what other chimps see. But experimental studies also suggest that this happens only in a competitive political context. The evolutionary anthropologist (人类学家) Brain Hare and his colleagues gave a junior chimp a choice between pieces of food that a dominant chimp had seen hidden and other pieces it had not seen hidden. The junior chimp, who watched all the hiding, stayed away from the food the dominant chimp had seen, but took the food it hadn’t seen.

Anyone who has gone to an academic conference will recognize that we may be in the same situation. We may say that we sign up because we’re eager to find out what other human beings think, but we’re just as interested in who’s on top. Many of the political judgments we make there don’t have much to do with our theory of mind. We may show our respect to a famous professor even if we have no respect for his ideas.

Until recently, however, there wasn’t much research into how humans develop and employ this kind of political knowledge. It may be that we understand the social world in terms of dominance, like chimps, but we’re just not usually as politically motivated as they are. Instead of asking whether we have a better everyday theory of mind, we might wonder whether they have a better everyday theory of politics.

1. According to the first paragraph, which of the following shows that an animal is smart?

A．It can behave like a human kid.

B．It can imitate what human beings do.

C．It can find a solution to its own problem.

D．It can figure out those adaptive problems.

2. Which of the following statements best illustrates our “theory of mind”?

A．We talk with infants in a way that they can fully understand.

B．We make guesses at what others think while interacting with them.

C．We hide our emotions when we try establishing contact with a stranger.

D．We try to understand how kids’ pretend play affects our taste for fiction.

3. What can be inferred from the passage?

A．Neither human nor animals display their preference for dominance.

B．Animals living in a competitive political context are smarter.

C．Both humans and some animals have political intelligence.

D．Humans are more interested in who’s on top than animals.

4. By the underlined sentence in the last paragraph, the writer means that ________.

A．we know little about how chimps are politically motivated

B．our political knowledge doesn’t always determine how we behave

C．our theory of mind might enable us to understand our theory of politics

D．more research should be conducted to understand animals’ social world

2 . Have you ever thought about what determines the way we are when we grow up? Remember the TV program Seven Up? It started following the lives of a group of children in 1963. We first meet them as wide­ eyed seven­ year­ olds and then catch up with them at seven ­year intervals (间隔): nervous 14­ year­ olds, serious 21 year ­olds and then grown ­ups.

Some of the stories are inspiring, others sad, but what is interesting in almost all the cases is the way in which the children’s early hopes and dreams are shown in their future lives. For example, at seven, Tony is a lively child who says he wants to become a sportsman or a taxi driver. When he grows up, he goes on to do both. How about Nicki? She says, “I’d like to find out about the moon.” And she goes on to become a space scientist. As a child, soft­ spoken Bruce says he wants to help “poor children” and ends up teaching in India.

But if the lives of all the children had followed this pattern, the program would be far less interesting than it actually was. It was the children whose childhood did not prepare them for what was to come that made the program so interesting. Where did their ideas come from about what they wanted to do when they grew up?Are the children influenced by what their parents do, by what they see on television, or by what their teachers say?How great is the effect of a single important event? Many film directors, including Stephen Spielberg, say that an early visit to the cinema was the turning point in their lives. Dr Margaret McAllister, who has done a lot of research in this area, thinks that the major factors are parents, friends, and the wider society.

1. What does the text mainly discuss?

A．New ways to make a TV program interesting.

B．The importance of television programs to children.

C．Different ways to make childhood dreams come true.

D．The influence of childhood experiences on future lives.

2. In the TV program Seven Up, we can meet   .

A．different groups of people at different periods of their lives

B．different groups of people at the same period of their lives

C．the same group of people at different periods of their lives

D．the same group of people at the same period of their lives

3. What are the examples in Paragraph 2 meant to show?

A．Many people’s childhood hopes are related to their future jobs.

B．There are many poor children in India who need help.

C．Children have different dreams about their future.

D．A lot of people are very sad in their childhood.

4. Spielberg’s story is meant to show that   .

A．going to a movie at an early age helps a child learn about society

B．a single childhood event may decide what one does as a grown ­up

C．parents and friends can help a child grow up properly

D．films have more influence on a child than teachers do

4 . Sitting back in my seat, I can’t quite believe that I’m about to travel along the railway that many foreign experts claimed was “impossible”. The train has been racing along steadily since it left Xining. All this time, the song “Sky Railway” has been_________inside my head. The words “railways like massive dragons are winding among the mountains” seem particularly_________as I travel across the “roof of the world”.

I was one of the people who came from all parts of China to work on this railway._________years to complete, the Qinghai-Tibet Railway is a record of all of our efforts to_________the most difficult engineering challenges. How to_______the delicate ecosystem was among the top concerns.

The first_________to catch my eye is the splendid Qingshuihe Bridge, the world’s longest bridge built over permafrost. Look! A group of Tibetan antelopes is moving under the bridge, with some stopping to eat grass at their_______. Thirty-three passages have been built under the railway to allow the animals to move safely and freely in their natural_________. Wild animals such as these Tibetan antelopes have now been using these_________for years. They seem totally__________that we are speeding past at over 100 kilometres an hour.

To prevent__________to wetlands and grasslands, 675 bridges with__________about 160 kilometres were built between Golmud and-Lhasa. We even moved 140,000 square metres of wetland to a new area in order to protect its distinct ecosystem.

The journey has been flying by, and before I know it, we have reached Tanggula Station.__________at over 5,000 metres above sea level, this is the__________railway station in the world. In locations such as this, the thin air,__________weather and high levels of UV radiation presented perhaps the greatest__________ for railway workers. To make sure we stayed__________, several oxygen-making stations were constructed. We were also able to enjoy__________breaks in lower areas.

As we pass Cuona Lake, I feel a sense of pride and achievement. Using thousands and thousands of sandbags, we built a twenty-kilometre wall along the lake to protect it from construction waste. Cuona Lake is so close to the railway that I want to__________and touch its pale blue mirror-like surface. Water birds playing in the lake, and cattle and sheep wandering the grasslands bring the scenery to life.

The Qinghai-Tibet Plateau has been attracting people’s admiration for centuries. Now, thanks to our efforts, passengers from all over the country have been enjoying these magical landscapes. I am proud that we built our “impossible” railway, and did so with the care that the environment__________. It truly is an extraordinary “Sky Railway”.

1.

A．playing

B．expressing

C．viewing

D．singing

2.

A．legal

B．cute

C．vivid

D．formal

3.

A．Spending

B．Taking

C．Investing

D．Wasting

4.

A．create

B．determine

C．suffer

D．overcome

5.

A．protect

B．destroy

C．ignore

D．mix

6.

A．entrance

B．landmark

C．impression

D．event

7.

A．leisure

B．request

C．risk

D．expense

8.

A．condition

B．habitat

C．state

D．common

9.

A．bridges

B．railways

C．mountains

D．passages

10.

A．grateful

B．guilty

C．unaware

D．happy

11.

A．spread

B．infection

C．damage

D．panic

12.

A．a long history of

B．a large area of

C．a high cost of

D．a total length of

13.

A．Located

B．Started

C．Ended

D．Instructed

14.

A．strongest

B．fastest

C．newest

D．highest

15.

A．mild

B．warm

C．changeable

D．stable

16.

A．challenge

B．talent

C．limit

D．opportunity

17.

A．quiet

B．healthy

C．calm

D．open

18.

A．commercial

B．regular

C．formal

D．casual

19.

A．blow away

B．pay off

C．reach out

D．give in

20.

A．influences

B．provides

C．collects

D．deserves

6 . Is it true that our brain alone is responsible for human cognition(认知)? What about our body? Is it possible for thought and behaviour to originate from somewhere other than our brain? Psychologists who study Embodied Cognition(EC)ask similar questions. The EC theory suggests our body is also responsible for thinking or problem-solving. More precisely, the mind shapes the body and the body shapes the mind in equal measure.

If you think about it for a moment, it makes total sense. When you smell something good or hear amusing sounds, certain emotions are awakened. Think about how newborns use their senses to understand the world around them. They don’t have emotions so much as needs – they don’t feel sad, they’re just hungry and need food. Even unborn babies can feel their mothers’ heartbeats, and this has a calming effect. In the real world, they cry when they’re cold and then get hugged. That way, they start to associate being warm with being loved.

Further studies have backed up the mind-body interaction. In one experiment, test subjects were asked to judge people after being handed a hot or a cold drink. They all made warm evaluations when their fingertips perceived warmth rather than coolness. And it works the other way too. In another study, subjects’ fingertip temperatures were measured after being “included” in or “rejected” from a group task. Those who were included felt physically warmer.

For further proof, we can look at the metaphors(比喻)that we use without even thinking. A kind and sympathetic person is frequently referred to as one with a soft heart and someone who is very strong and calm in difficult situations is often described as solid as a rock. And this kind of metaphorical use is common across languages.

Now that you have the knowledge of mind-body interaction, why not use it? If you’re having a bad day, a warm cup of tea will give you a flash of pleasure. If you know you’re physically cold, warm up before making any interpersonal decisions.

1. According to the author, what is the significance of EC?

A．It brings us closer to the truth in human cognition.

B．It offers a clearer picture of the shape of human brain.

C．It reveals the major role of the mind in human cognition.

D．It facilitates our understanding of the origin of psychology.

2. Where does the newborns’ understanding of their surroundings start from?

A．Their personal looks.	B．Their mental needs.
C．Their inner emotions.	D．Their physical feelings.

3. What does the author intend to prove by citing the metaphors in Paragraph 4?

A．Human speech is alive with metaphors.

B．Human senses have effects on thinking.

C．Human language is shaped by visual images.

D．Human emotions are often compared to natural materials.

4. What is the author’s purpose in writing the last paragraph?

A．To deepen the readers’ understanding of EC.

B．To encourage the reader to put EC into practice.

C．To guide the reader onto the path to career success.

D．To share with the reader ways to release their emotions.

9 . “You should get a cat, ”my therapist(治疗专家)said. “A cat?” I couldn’t even look after myself. . I took a deep breath and carefully considered the idea of welcoming a feline (猫科的)friend into my life. This seemed like too easy a fix for the fact that I couldn’t leave the house without bursting into tears.

When my partner and I found Cinnamon, her adoption profile made her out as the perfect kitten. We filled out the paperwork and prepared for her arrival.

When she came home, it became increasingly obvious that Cinnamon didn’t understand “no”, “stop it” or “don’t do that”. She was the worst cat I’ve ever owned. I was beginning to doubt my therapist’s advice.

After visiting our vet, she concluded that Cinnamon just wanted our attention. She fought tooth and nail to get a bite of our meals. She’d fearlessly lick sharp knives when left unattended for a split second. Cinnamon stole my heart with her bravery and kept me busier than I’d ever expected.

We decided to start taking her for walks. I could barely leave the house before, but my heart couldn’t say no to Cinnamon. Cinnamon showed me what bravery looked like. She didn’t stop to consider every possible outcome of a situation; she simply went for it. If there was a dog at a park, she would run toward it. She jumped without knowing where she would land. She loved adventure. I found myself mirroring her behavior after a while, jumping out of bed without a second thought. I began to find the motivation to get out of bed in the morning.

Cinnamon unfortunately passed away after a medical accident. I’m no stranger to sadness or grief, but losing my pet so suddenly was the most confusing emotional experience I’ve had to date. She no longer wakes me up at 5 am begging for breakfast, but she’s still the reason I get up every morning.

Our time is often cut unpredictably, unmistakably short. It would be a shame to live life being anything less than brave and adventurous.

1. Why did the author’s therapist recommend that she get a cat?

A．To learn how to interact with animals.	B．To help the author fill up her spare time;
C．To solve the author’s fear of going out.	D．To distract the author’s attention from her pain.

2. How did the author feel at first after Cinnamon came home?

A．Thrilled.

B．Amazed.

C．Pleased.

D．Disappointed.

3. What can be inferred from the text?

A．Walking Cinnamon outdoors became an adventure for the author.

B．The author was positively affected by Cinnamon’s courageous behavior.

C．Cinnamon loved going outside and took consequences into consideration.

D．The author decided to take Cinnamon outside as she was too troublesome to stay in.

4. What did the author want to convey in this text?

A．Life is short and unpredictable.	B．The loss of a pet can be painful.
C．We should have the courage to take risks.	D．Animal-assisted therapy is the best cure for mental illness.

10 . Applied Ethics

Although ethics classes are common around the world, scientists are unsure if their lessons can actually change behavior; evidence either way is weak, relying on contrived laboratory tests or sometimes unreliable self-reports. But a new study published in Cognition found that, in at least one real-world situation, a single ethics lesson may have had lasting effects.

The researchers investigated one class session’s impact on eating meat. According to study co-author Eric Schwitzgebel, a philosopher at the University of California, Riverside: students’ attitudes on the topic are variable and unstable, behavior is easily measurable, and ethics literature largely agrees that eating less meat is good because it reduces environmental harm and animal suffering. Half of the students in four large philosophy classes read an article on the ethics of factory-farmed meat, optionally watched an 11-minute video on the topic and joined a 50-minute discussion. The other half focused on charitable giving instead. Then, unbeknownst to the students, the researchers studied their anonymized meal-card purchases for that semester — nearly 14,000 receipts for almost 500 students. “It’s an awesome data set,” says Nina Strohminger, a psychologist who teaches business ethics at the University of Pennsylvania and was not involved in the study.

Schwitzgebel predicted the intervention would have no effect; he had previously found that ethics professors do not differ from other professors on a range of behaviors, including voting rates, blood donation and returning library books. But among student subjects who discussed meat ethics, meal purchases containing meat decreased from 52 to 45 percent — and this effect held steady for the study’s duration of several weeks. Purchases from the other group remained at 52 percent.

“That’s actually a pretty large effect for a pretty small intervention.” Schwitzgebel says. Strohminger agrees: “The thing that still blows my mind is that the only thing that’s different between these two cases is just that one day in class.” She says she wants the effect to be real but cannot rule out some unknown confounding variable. And if real, Strohminger notes, it might be reversible by another nudge: “Easy come, easy go.”

Schwitzgebel suspects the greatest impact came from social influence — classmates or teaching assistants leading the discussions may have shared their own vegetarianism, showing it as achievable or more common. Second, the video may have had an emotional impact. Least rousing, he thinks, was rational argument, although his co-authors say reason might play a bigger role. Now the researchers are probing the specific effects of teaching style, teaching assistants’ eating habits and students’ video exposure. Meanwhile Schwitzgebel who had predicted no effect — will be eating his words.

1. Paragraph 2 is mainly about          .

A．Research reasons and process

B．Research subjects and findings

C．Research topic and significance

D．Research data collection and analysis

2. Which of the following doesn’t lead to the researchers’ investigation into meat-eating among students?

A．Students’ knowledge of the topic.

B．Students’ easily-measured behaviors.

C．Students’ changeable and unsteady attitudes.

D．Students’ unawareness of ethics lessons’ impact.

3. What does the underlined phrase “blows my mind” in Paragraph 4 probably mean?

A．Convinces me.

B．Upsets me.

C．Alarms me.

D．Amazes me.

4. What is the main purpose of the passage?

A．To prove Schwitzgebel’s prediction is wrong.

B．To show teaching works in behavior changing.

C．To explain students are easy to make a change.

D．To justify investigation into ethics is worthwhile.