【正文】 60。B.The Lifestyles of Food AnimalsC.Science Reports on Food AnimalsD.A Revolution in Food Animals【答案】（1）B（2）D（3）C（4）A 【解析】【分析】本文是一篇議論文，論述了動(dòng)物也有情感有思想，有一定的分析推理能力。人類(lèi)不應(yīng)只將它們當(dāng)作食物。(1)考查推理判斷。根據(jù)第二段中的“When given problems to solve, they reason: hens trained to pick colored buttons choose some times to give up an immediate food reward for a slightly later (and better) one”可知，當(dāng)解決問(wèn)題時(shí)，母雞們會(huì)推理：例如，受過(guò)挑選彩色紐扣的訓(xùn)練的母雞們有時(shí)會(huì)選擇放棄即時(shí)的食物獎(jiǎng)勵(lì)，換取稍晚一些(而且更好)的食物獎(jiǎng)勵(lì)。由此可知，母雞們具備分析能力。故選B。(2)考查推理判斷。根據(jù)第三段中的“Pigs respond meaningful to human symbols. When a research team led by Candace Croney at Penn State University carried wooden blocks marked with X and O symbols around pigs, only the O carriers offered food to the animals. The pigs soon ignored the X carriers in favor of the O39。s. Then the team switched from reallife objects to Tshirts printed with X or O symbols. Still, the pigs walked only toward the Oshirted people: they had transferred their knowledge to a twodimensional format, a not inconsiderable feat of reasoning.”可知，一些研究者拿著帶X標(biāo)記的木板，一些研究者拿著帶O標(biāo)記的木板，只有拿帶O標(biāo)記木板的研究者給豬提供食物，豬很快就只理會(huì)這些研究者了。當(dāng)木板換成帶X和O標(biāo)記的襯衫時(shí)，豬仍然只走向那些穿帶O標(biāo)記襯衫的研究者。這表明豬將把知識(shí)轉(zhuǎn)移到了二維的形式，這是一種相當(dāng)大的推理壯舉。故選D。(3)考查段落大意。根據(jù)第四段中的“At the start of my career almost four decades ago, I was firmly convinced that monkeys and apes outthink and outfeel other animals...Fairly soon, I came to see that along with our closest living relatives, whales too are masters of cultural learning, and elephants express profound joy and mourning with their social panions. Longterm studies…h(huán)elped to fuel a viewpoint shift in our society: the public no longer so easily accepts monkeys made to undergo painful procedure kin laboratories, elephants forced to perform in circuses, and dolphins kept in small tanks at theme parks.”可知，數(shù)十年前，作者堅(jiān)信猴子和猩猩在思考能力和情感上都勝過(guò)其他的動(dòng)物。很快，作者就意識(shí)到除了猴子和猩猩，鯨魚(yú)也是文化學(xué)習(xí)的主人，大象也表現(xiàn)出高興等情感。長(zhǎng)期的研究也促進(jìn)著我們社會(huì)觀點(diǎn)的轉(zhuǎn)變：我們不再認(rèn)為猴子只能是實(shí)驗(yàn)室里的實(shí)驗(yàn)對(duì)象，大象只能在馬戲團(tuán)里進(jìn)行表演，海豚只能被養(yǎng)在主題公園狹小的池子里。很明顯，本段介紹的是人們對(duì)動(dòng)物看法的轉(zhuǎn)變。故選C。(4)考查主旨大意。第一段提出：科學(xué)開(kāi)始擁抱原來(lái)被我們認(rèn)為是二等公民的動(dòng)物們（即：我們對(duì)某些動(dòng)物的看法正在發(fā)生變化）。第二和第三段以母雞和豬為例告訴讀者：通過(guò)科學(xué)研究，母雞和豬也具備情感，也具備分析推理能力。第四段介紹了人們對(duì)動(dòng)物看法的轉(zhuǎn)變。第五和第六段呼吁讀者：動(dòng)物有自己的情感和思想，我們不要只將動(dòng)物當(dāng)成我們的食物。結(jié)合每段大意可知，該文主要是圍繞動(dòng)物也有情感有思想來(lái)展開(kāi)的。故選A?！军c(diǎn)評(píng)】本題考點(diǎn)涉及推理判斷。段落大意和主旨大意三個(gè)題型的考查，是一篇科普類(lèi)閱讀，要求考生根據(jù)上下文的邏輯關(guān)系，進(jìn)行分析，推理，概括和歸納，從而選出正確答案。7．閱讀理解 Two heads are better than one. It means that two people working together have a better chance of solving a problem than one person alone. But not everyone likes working in a group. There can be a number of reasons why people dislike group work. Some may feel nervous or uneasy in group situations. Others might have had a bad experience with individuals who did not work well as a team. Another ment is that teachers or instructors fail to provide roles for group members. This may create a situation where everyone or no one wants to lead. Whatever the issue, the result is the same: the group does not realize its goal. Cooperative (合作的) learning is an educational method that can help to solve this problem. There are many methods of cooperative learning. Today we will talk about one: giving each person in a small group a specific duty to reach a shared goal. For example, if learners are divided into groups of four people each, their roles might be: leader, writer, checker and speaker. This structure helps ensure that everyone takes part equally in group work and allows each member to play a meaningful part in pleting the shared goal. Before dividing learners into groups, it is a good idea for the teacher or club39。s instructor to first have knowledge about the language skill levels of participants. The goal is to make each group a mixture of higher and lowerlevel language learners. Putting too many people with similar skill levels together could make the work too difficult or easy. Role cards can be a helpful tool in this method of cooperative learning. Their purpose is to remind learners of each person39。s role. Before the cooperative activity, the role of the teacher or activity instructor is to explain two things to the group: the main job for the activity and how the cooperative roles work. The person in charge may appoint these roles or let the English learners choose them. Then, during the activity, the instructor39。s job is to watch the groups and provide more guidance when needed. After the activity, the instructor may wish to provide feedback to groups on their work and their use of cooperation. With this cooperative learning method, you can say that four heads are better than just one.（1）What39。s the oute if people do not enjoy group work? A.The aim of the group can not be achieved.B.Specific roles will be given to group members.C.Group members will feel at ease in groups.D.Group members will fail to work individually.（2）Why does the teacher need to know about those who take part in the activity? A.To find out language learners with similar levels.B.To clarify higher and lowerlevel language learners.C.To bine learners with different language levels.D.To increase the difficulty in finishing the work.（3）Which of the following is TRUE about the role of instructors? A.To offer group members timely help at each step.B.To listen to the response from group members.C.To help the English learners choose their favourite roles.D.To make clear about the task and working principles of the roles.（4）Which of the following is the best title of the passage? A.Two Heads Are Better than One.B.Cooperation Is a Must in Learning.C.Group Work Makes a Great Difference to Learners39。 Achievement.D.Cooperative Learning Contributes to the Success of Group Work.【答案】（1）A（2）C（3）D（4）D 【解析】【分析】本文是一篇議論文，論述了合作學(xué)習(xí)有助于團(tuán)隊(duì)工作的成功。（1）考查細(xì)節(jié)理解。根據(jù)第二段中的“Whatever the issue, the result is the same: the group does not realize its goal.”可知，如果人們不喜歡團(tuán)隊(duì)工作，該組織的目的不能實(shí)現(xiàn)。故選A。（2）考查細(xì)節(jié)理解。根據(jù)第四段中的“Before dividing learners into groups, it is a good idea for the teacher or club39。s instructor to first have knowledge about the language skill levels of participants. The goal is to make each group a mixture of higher and lowerlevel language learners.”可知，老師需要了解關(guān)于參加活動(dòng)的那些人是為了把學(xué)習(xí)者與不同的語(yǔ)言水平結(jié)合在一起。故選C。（3）考查細(xì)節(jié)理解。根據(jù)倒數(shù)第二段中的“Before the cooperative activity, th