【正文】 ta volunteers were presented with a moral dilemma known as the trolley problem: imagine that a runaway trolley is moving quickly toward a group of five people standing on the tracks, unable to move. You are next to a switch that can move the trolley to a different set of tracks, therefore sparing the five people, but resulting in the death of one who is standing on the side tracks. Do you pull the switch? Most people agree that they would. But what if the only way to stop the trolley is by pushing a large stranger off a footbridge into its path? People tend to be very hesitant to say they would do this, even though in both situations, one person is sacrificed to save five. But Costa and his colleagues found that presenting the dilemma in a language that volunteers had learned as a foreign tongue dramatically increased their stated willingness to push the sacrificial person off the footbridge, from fewer than 20% of respondents working in their native language to about 50% of those using the foreign one. Why does it matter whether we judge morality in our native language or a foreign one? According to one explanation, such judgments involve two separate and peting ways of thinking173。one of these, a quick, natural feeling, and the other, careful deliberation about the greatest good for the greatest number. When we use a foreign language, we unconsciously sink into the more careful way simply because the effort of operating in our nonnative language signals our cognitive (認知的) system to prepare for difficult activity. An alternative explanation is that differences arise between native and foreign tongues because our childhood languages are filled with greater emotions than are those learned in more academic settings. As a result, moral judgments made in a foreign language are less filled with the emotional reactions that surface when we use a language learned in childhood. There39。s strong evidence that memory connects a language with the experiences and interactions through which that language was learned. For example, people who are bilingual (雙語的) are more likely to recall an experience if reminded in the language in which that event occurred. Our childhood languages, learned in the middle of passionate emotion, bee filled with deep feeling. By parison, languages acquired late in life, especially if they are learned through limited interactions in the classroom or dully delivered over puter screens and headphones, enter our minds lacking the emotionality that is present for their native speakers.（1）What does this question in Paragraph 2 refer to? A.What contributes to one39。s language improvements?B.Is it necessary to learn more than one foreign language?C.Does the language one uses influence one39。s moral judgments?D.How do people deal with moral dilemmas in a foreign language?（2）When the trolley problem was presented in a foreign language, volunteers were more likely to . A.care less about the five peopleB.pull the switch to the side tracksC.remain hesitant about what to doD.sacrifice the stranger on the footbridge（3）The underlined word in Paragraph 5 is closest in meaning to . A.considerationB.guidanceC.selectionD.arrangement（4）What can we learn from the last two paragraphs? people are less emotional than others. language learning involves greater emotions. memories limit foreign language learning. settings promote foreign language learning.【答案】 （1）C（2）D（3）A（4）B 【解析】【分析】本文是一篇說明我呢，最近的一些研究的結果表明，當人們面對道德困境時，他們用外語思考和用母語思考時的反應確實不同。 （1）考查細節(jié)理解。根據(jù)第二段中的“The findings of several recent studies suggest that when people are faced with moral dilemmas (困境), they do indeed respond differently when considering them in a foreign language than when using their native tongue.”可知，最近的一些研究的結果表明，當人們面對道德困境時，他們用外語思考的反應和他們的母語思考的反應確實是不同的。所以此問題指的是一個人使用的語言會影響他的道德判斷嗎？故選C。 （2）考查細節(jié)理解。根據(jù)第四段中的“But Costa and his colleagues found that presenting the dilemma in a language that volunteers had learned as a foreign tongue dramatically increased their stated willingness to push the sacrificial person off the footbridge, from fewer than 20% of respondents working in their native language to about 50% of those using the foreign one.”可知，志愿者們用已經(jīng)學會的外語來表達這種兩難境地時，極大地增加了他們將犧牲者推下人行橋的意愿。分別與D選擇項中的sacrifice和 footbridge分別對應。故選D。 （3）考查詞義猜測。根據(jù)第五段中的“According to one explanation, such judgments involve two separate and peting ways of thinking173。one of these, a quick, natural ’feeling‘,這樣的判斷涉及兩種獨立的、相互競爭的思維方式173。一種是快速、自然的感覺，所以猜測出，另外一種是對大多數(shù)人最大利益的深思熟慮。故選A。 （4）考查細節(jié)理解。根據(jù)倒數(shù)第二段中的”An alternative explanation is that differences arise between native and foreign tongues because our childhood languages are filled with greater emotions than are those learned in more academic settings.“ 母語和外語之間的差異是因為我們的童年語言比在學術環(huán)境中學習的語言更充滿感情，和最后一段中的”By parison, languages acquired late in life, especially if they are learned through limited interactions in the classroom or dully delivered over puter screens and headphones, enter our minds lacking the emotionality that is present for their native speakers. “后天習得的語言，缺乏母語者所具有的情感。所以說，母語學習包含更多的情感。故選B。 【點評】本題考點涉及細節(jié)理解和詞義猜測兩個題型的考查，是一篇科普類閱讀，考生需要準確捕捉細節(jié)信息，并根據(jù)上下文的邏輯關系，進行分析，推理，從而選出正確答案。8．閱讀短文，從每題所給的四個選項（A、B、C和D）中，選出最佳選項。 Plants are boring. They just sit there photosynthesizing (光合作用) while animals have all the fun. Right? Not so much. A new study has found that there is a long history of interactions between ants and plants. The ant and plant coevolution (協(xié)同進化) started with ants feeding on plants and plants evolving antfriendly features. Plants make a number of different structures that are specific for ant use. Some plants have evolved features that persuade ants into defending them from attack from other insects and even mаmmаl?. Тhе?е ?nсludе hollow thorns that аnt? will live ?n??dе, or ехtra nесtаr (瓊漿) оn lеаvе? or stems for the ants to eat. Some ants will just cheat and take the nectar and run, but some will stick around and attack anything that tries to hurt the plant. Other plants get