What can be inferred from the passage

Whether work should be placed among the causes of happiness or among the causes of unhappiness may perhaps be regarded as a doubtful question. There is certainly much work which is exceedingly weary and an excess of work is always very painful. I think, however, that, provided work is not excessive in amount, even the dullest work is to most people less painful than idleness. There are in work all grades, from mere relief of tedium up to the profoundest delights, according to the nature of the work and the abilities of the worker. Most of the work that most people have to do is not in itself interesting, but even such work has certain great advantages. To begin with, it fills a good many hours of the day without the need of deciding what one shall do. Most people, when they are left free to fill their own time according to their own choice, are at a loss to think of anything sufficiently pleasant to be worth doing. And whatever they decide, they are troubled by the feeling that something else would have been pleasanter. To be able to fill leisure intelligently is the last product of civilization, and at present very few people have reached this level. Moreover the exercise of choice is in itself tiresome. Except to people with unusual initiative it is positively agreeable to be told what to do at each hour of the day, provided the orders are not too unpleasant. Most of the idle rich suffer unspeakable boredom as the price of their freedom from toil. At times they may find relief by hunting big game in Africa, or by flying round the world, but the number of such sensations is limited, especially after youth is past, Accordingly the more intelligent rich men work nearly as hard as if they were poor, while rich women for the most part keep themselves busy with innumerable trifles of those earth-shaking importance they are firmly persuaded. Work therefore is desirable, first and foremost, as a preventive of boredom, for the boredom that a man feels when he is doing necessary though uninteresting work is as nothing in comparison with the boredom that he feels when he has nothing to do with his days. With this advantage of work another is associated, namely that it makes holidays much more delicious when they come. Provided a man does not have to work so hard as to impair his vigor, he is likely to find far more zest in his free time than an idle man could possibly find. The second advantage of most paid work and of some unpaid work is that it gives chances of success and opportunities for ambition. In most work success is measured by income, and while our capitalistic society continues, this is inevitable. It is only where the best work is concerned that this measure ceases to be the natural one to apply. The desire than men feel to increase their income is quite as much a desire for success as for the extra comforts that a higher income can acquire. However dull work may be, it becomes bearable if it is a means of building up a reputation, whether in the world at large or only in one"s own circle.What is the author"s opinion about work

A．Work can keep people busy as if they were poor.
B．Work is a cause of the greatest delight of life.
C．Work is very tiresome, especially when too excessive.
D．Work can at least give relief from boredom.

单项选择题

The history of English is conventionally, if perhaps too neatly, divided into three periods usually called old (or Anglo-Saxon) English, Middle English, and Modern English. The earliest period begins with the migration of certain Germanic tribes from the continent to Britain in the fifth century A.D, though no records of their language survive from before the seventh century, and it continues until the end of the seventh century or a bit later. By that time, Latin, Old Norse (the language of the Viking invaders), and especially the Anglo-Norman French of the dominant class after the Norman Conquest in 1066 had begun to have a substantial impact on the vocabulary, and the well-developed inflectional system that typifies the grammar of Old English had begun to break down. The period of Middle English extends roughly form the twelfth century through the fifteenth. The influence of French (and Latin, often by way of French) upon the vocabulary continued throughout the period, the loss of some inflections and the reduction of others accelerated, and many changes took place within the grammatical systems of the language. A typical prose passage, specially one from the later part of the period, will not have such a foreign look to us as the prose of Old English, but it will not be mistaken for contemporary writing either. The period of Modern English extends from the sixteenth century to our own day. The early part of this period saw the completion of a revolution in vowel distribution that had begun in late Middle English and that effectively brought the language to something resembling its present pattern. Other important early developments include the stabilizing effect on spelling of the printing press and the beginning of the direct influence of Latin, and to a lesser extent, Greek on the vocabulary. Later, as English came into contact with other cultures around the world and distinctive dialects of English developed in the many areas which Britain had colonized, numerous other languages made small but interesting contributions to our word-stock.The earliest written record of English available to us started______.

A．from the seventh century
B．from the fifth century
C．from the twelfth century
D．from the ninth century

单项选择题

Ask any employee at an level in any company what they dislike about their job and somewhere on the list you will find a complaint about the system of performance appraisals. It does seem strange that an idea which was supposed to benefit both individuals and the company should be so universally disliked, but the staff appraisal is now one of the biggest causes of dissatisfaction at work. In the United States there have even been cases of unhappy workers taking their employers to court over appraisal interviews. It is in a company"s interest to combat this situation, but, before reversing the appraisal"s negative associations, an organization needs to pinpoint the underlying reasons which have contributed to them. Problems with appraisals can fall into two main areas—those arising from the scheme itself and those arising from the implementation and understanding of that scheme. Naturally it is easier to tackle those in the former category; indeed, some companies have developed schemes following legal guidelines. These guidelines suggest that a successful scheme should have a clear appeal process, that any negative feedback should be accompanied by "evidence" such as dates, times and outcomes and that, most importantly, ratings should reflect specific measurable elements of the job requirements. It is not always necessary to resort to legal advice however. Some changes to current schemes are simply a matter of logic. For instance, if employees are constantly encouraged to work in teams and to assume joint responsibility for their successes and failures, it makes little sense for the appraisals to focus on individuals, as this may lead to resentments and create divisions within the group. It is possible, and in some cases more suitable, to arrange appraisals where performance is rated for the group. Staff also need to be educated about the best way to approach appraisals. Managers often find that they are uncomfortable being asked to take on a more supportive role than they are used to without having had any training. Those being appraised may see it as a chance to air their grievances and highlight the company"s failings rather than consider their own role. Both parties view the process as a necessary evil, to be gone through once or twice a year, and then forgotten about. The importance given to the appraisal stems from the fact that, despite all the talk of the interview being a chance for management and employees to come together and exchange ideas, set joint targets and improve the way decisions are reached, the reality is that they are often nothing more than the pretext on which pay rises are given, or not given. Pay is, of course, a subject that always leads to problems. Given the problems associated with staff appraisals, why is it that, with no legal requirement, companies continue to run them The answer is simple, it is impossible to manage something you know nothing about. As any Human Resources manager can tell you, the best way to learn about someone is to talk to them. Effective people management relies on knowledge and appraisals are still the best way to build up that bank of knowledge.Why are there so many problems with appraisals

A．People think that there are too many categories.
B．People are not sure how the system works.
C．People think that the feedback is too negative.
D．People are not happy with the legal aspects.

单项选择题

The mid-sixties saw the start of a project that, along with other similar research, was to teach us a great deal about the chimpanzee mind. This was Project Washoe, conceived by Trixie and Allen Gardner. They purchased an infant chimpanzee and began to teach her the signs of ASL, the American Sign Language used by the deaf. Twenty years earlier another husband and wife team, Richard and Cathy Hayes, had tried, with an almost total lack of success, to teach a young chimp, Vikki, to talk. The Hayess undertaking taught us a lot about the chimpanzee mind, but Vikki, although she did well in IQ tests, and was clearly an intelligent youngster, could not learn human speech. The Gardners, however, achieved spectacular success with their pupil, Washoe. Not only did she learn signs easily, but she quickly began to string them together in meaningful ways. It was clear that each sign evoked, in her mind, a mental image of the object it represented. If, for example, she was asked, in sign language, to fetch an apple, she would go and locate an apple that was out of sight in another room. Other chimps entered the project, some starting their lives in deaf signing families before joining Washoe. And finally Washoe adopted an infant, Loulis. He came from a lab where no thought of teaching signs had ever penetrated. When he was with Washoe he was given no lessons in language acquisition—not by humans, anyway. Yet by the time he was eight years old he had made fifty-eight signs in their correct contexts. How did he learn them Mostly, it seems, by imitating the behavior of Washoe and the other three signing chimps, Dar, Moja and Tam. Sometimes, though, he received tuition from Washoe herself. One day, for example, she began to swagger about bipedally, hair bristling, signing food! food! food! in great excitement. She had seen a human approaching with a bar of chocolate. Loulis, only eighteen months old, watched passively. Suddenly Washoe stopped her swaggering, went over to him, took his hand, and moulded the sign for food (fingers pointing towards mouth). Another time, in a similar context, she made the sign for chewing gum—but with her hand on his body. On a third occasion Washoe picked up a small chair, took it over to Loulis, set it down in front of him, and very distinctly made the chair sign three times, watching him closely as she did so. The two food signs became incorporated into Loulis"s vocabulary but the sign for chair did not. Obviously the priorities of a young chimp are similar to those of a human child! Chimpanzees who have been taught a language can combine signs creatively in order to describe objects for which they have no symbol. Washoe, for example, puzzled her caretakers by asking, repeatedly, for a rock berry. Eventually it transpired that she was referring to brazil nuts which she had encountered for the first time a while before. Another language-trained chimp described a cucumber as a green banana. They can even invent signs. Lucy, as she got older, had to be put on a leash for her outings. One day, eager to set off but having no sign for leash, she signaled her wishes by holding a crooked index finger to the ring on her collar. This sign became part of her vocabulary.The example of Washoe being sent to fetch an apple which is in another room indicates that______.

A．chimps may have more than one way to fetch food
B．chimps can associate one sign with another in a meaningful way
C．chimps can learn the signs of ASL, the American Sign Language used by the deaf
D．chimps have their particular ways for finding what they want

单项选择题

Whether work should be placed among the causes of happiness or among the causes of unhappiness may perhaps be regarded as a doubtful question. There is certainly much work which is exceedingly weary and an excess of work is always very painful. I think, however, that, provided work is not excessive in amount, even the dullest work is to most people less painful than idleness. There are in work all grades, from mere relief of tedium up to the profoundest delights, according to the nature of the work and the abilities of the worker. Most of the work that most people have to do is not in itself interesting, but even such work has certain great advantages. To begin with, it fills a good many hours of the day without the need of deciding what one shall do. Most people, when they are left free to fill their own time according to their own choice, are at a loss to think of anything sufficiently pleasant to be worth doing. And whatever they decide, they are troubled by the feeling that something else would have been pleasanter. To be able to fill leisure intelligently is the last product of civilization, and at present very few people have reached this level. Moreover the exercise of choice is in itself tiresome. Except to people with unusual initiative it is positively agreeable to be told what to do at each hour of the day, provided the orders are not too unpleasant. Most of the idle rich suffer unspeakable boredom as the price of their freedom from toil. At times they may find relief by hunting big game in Africa, or by flying round the world, but the number of such sensations is limited, especially after youth is past, Accordingly the more intelligent rich men work nearly as hard as if they were poor, while rich women for the most part keep themselves busy with innumerable trifles of those earth-shaking importance they are firmly persuaded. Work therefore is desirable, first and foremost, as a preventive of boredom, for the boredom that a man feels when he is doing necessary though uninteresting work is as nothing in comparison with the boredom that he feels when he has nothing to do with his days. With this advantage of work another is associated, namely that it makes holidays much more delicious when they come. Provided a man does not have to work so hard as to impair his vigor, he is likely to find far more zest in his free time than an idle man could possibly find. The second advantage of most paid work and of some unpaid work is that it gives chances of success and opportunities for ambition. In most work success is measured by income, and while our capitalistic society continues, this is inevitable. It is only where the best work is concerned that this measure ceases to be the natural one to apply. The desire than men feel to increase their income is quite as much a desire for success as for the extra comforts that a higher income can acquire. However dull work may be, it becomes bearable if it is a means of building up a reputation, whether in the world at large or only in one"s own circle.In the author"s opinion, what is the last product of civilization

A．To make wise use of leisure.
B．To be free from hard work.
C．To keep oneself busy with trifles.
D．To work to some extent.

单项选择题

Ask any employee at an level in any company what they dislike about their job and somewhere on the list you will find a complaint about the system of performance appraisals. It does seem strange that an idea which was supposed to benefit both individuals and the company should be so universally disliked, but the staff appraisal is now one of the biggest causes of dissatisfaction at work. In the United States there have even been cases of unhappy workers taking their employers to court over appraisal interviews. It is in a company"s interest to combat this situation, but, before reversing the appraisal"s negative associations, an organization needs to pinpoint the underlying reasons which have contributed to them. Problems with appraisals can fall into two main areas—those arising from the scheme itself and those arising from the implementation and understanding of that scheme. Naturally it is easier to tackle those in the former category; indeed, some companies have developed schemes following legal guidelines. These guidelines suggest that a successful scheme should have a clear appeal process, that any negative feedback should be accompanied by "evidence" such as dates, times and outcomes and that, most importantly, ratings should reflect specific measurable elements of the job requirements. It is not always necessary to resort to legal advice however. Some changes to current schemes are simply a matter of logic. For instance, if employees are constantly encouraged to work in teams and to assume joint responsibility for their successes and failures, it makes little sense for the appraisals to focus on individuals, as this may lead to resentments and create divisions within the group. It is possible, and in some cases more suitable, to arrange appraisals where performance is rated for the group. Staff also need to be educated about the best way to approach appraisals. Managers often find that they are uncomfortable being asked to take on a more supportive role than they are used to without having had any training. Those being appraised may see it as a chance to air their grievances and highlight the company"s failings rather than consider their own role. Both parties view the process as a necessary evil, to be gone through once or twice a year, and then forgotten about. The importance given to the appraisal stems from the fact that, despite all the talk of the interview being a chance for management and employees to come together and exchange ideas, set joint targets and improve the way decisions are reached, the reality is that they are often nothing more than the pretext on which pay rises are given, or not given. Pay is, of course, a subject that always leads to problems. Given the problems associated with staff appraisals, why is it that, with no legal requirement, companies continue to run them The answer is simple, it is impossible to manage something you know nothing about. As any Human Resources manager can tell you, the best way to learn about someone is to talk to them. Effective people management relies on knowledge and appraisals are still the best way to build up that bank of knowledge.Individual appraisals are not always very effective because______.

A．teams much prefer to be awarded a group rating
B．everybody works in teams these days
C．team members share liability for results
D．team leaders sense resentment between members

单项选择题

The history of English is conventionally, if perhaps too neatly, divided into three periods usually called old (or Anglo-Saxon) English, Middle English, and Modern English. The earliest period begins with the migration of certain Germanic tribes from the continent to Britain in the fifth century A.D, though no records of their language survive from before the seventh century, and it continues until the end of the seventh century or a bit later. By that time, Latin, Old Norse (the language of the Viking invaders), and especially the Anglo-Norman French of the dominant class after the Norman Conquest in 1066 had begun to have a substantial impact on the vocabulary, and the well-developed inflectional system that typifies the grammar of Old English had begun to break down. The period of Middle English extends roughly form the twelfth century through the fifteenth. The influence of French (and Latin, often by way of French) upon the vocabulary continued throughout the period, the loss of some inflections and the reduction of others accelerated, and many changes took place within the grammatical systems of the language. A typical prose passage, specially one from the later part of the period, will not have such a foreign look to us as the prose of Old English, but it will not be mistaken for contemporary writing either. The period of Modern English extends from the sixteenth century to our own day. The early part of this period saw the completion of a revolution in vowel distribution that had begun in late Middle English and that effectively brought the language to something resembling its present pattern. Other important early developments include the stabilizing effect on spelling of the printing press and the beginning of the direct influence of Latin, and to a lesser extent, Greek on the vocabulary. Later, as English came into contact with other cultures around the world and distinctive dialects of English developed in the many areas which Britain had colonized, numerous other languages made small but interesting contributions to our word-stock.What is the main feature of the grammar of Old English

A．The influence of Latin.
B．A revolution in vowel distribution.
C．A well-developed inflectional system.
D．Loss of some inflections.

单项选择题

The mid-sixties saw the start of a project that, along with other similar research, was to teach us a great deal about the chimpanzee mind. This was Project Washoe, conceived by Trixie and Allen Gardner. They purchased an infant chimpanzee and began to teach her the signs of ASL, the American Sign Language used by the deaf. Twenty years earlier another husband and wife team, Richard and Cathy Hayes, had tried, with an almost total lack of success, to teach a young chimp, Vikki, to talk. The Hayess undertaking taught us a lot about the chimpanzee mind, but Vikki, although she did well in IQ tests, and was clearly an intelligent youngster, could not learn human speech. The Gardners, however, achieved spectacular success with their pupil, Washoe. Not only did she learn signs easily, but she quickly began to string them together in meaningful ways. It was clear that each sign evoked, in her mind, a mental image of the object it represented. If, for example, she was asked, in sign language, to fetch an apple, she would go and locate an apple that was out of sight in another room. Other chimps entered the project, some starting their lives in deaf signing families before joining Washoe. And finally Washoe adopted an infant, Loulis. He came from a lab where no thought of teaching signs had ever penetrated. When he was with Washoe he was given no lessons in language acquisition—not by humans, anyway. Yet by the time he was eight years old he had made fifty-eight signs in their correct contexts. How did he learn them Mostly, it seems, by imitating the behavior of Washoe and the other three signing chimps, Dar, Moja and Tam. Sometimes, though, he received tuition from Washoe herself. One day, for example, she began to swagger about bipedally, hair bristling, signing food! food! food! in great excitement. She had seen a human approaching with a bar of chocolate. Loulis, only eighteen months old, watched passively. Suddenly Washoe stopped her swaggering, went over to him, took his hand, and moulded the sign for food (fingers pointing towards mouth). Another time, in a similar context, she made the sign for chewing gum—but with her hand on his body. On a third occasion Washoe picked up a small chair, took it over to Loulis, set it down in front of him, and very distinctly made the chair sign three times, watching him closely as she did so. The two food signs became incorporated into Loulis"s vocabulary but the sign for chair did not. Obviously the priorities of a young chimp are similar to those of a human child! Chimpanzees who have been taught a language can combine signs creatively in order to describe objects for which they have no symbol. Washoe, for example, puzzled her caretakers by asking, repeatedly, for a rock berry. Eventually it transpired that she was referring to brazil nuts which she had encountered for the first time a while before. Another language-trained chimp described a cucumber as a green banana. They can even invent signs. Lucy, as she got older, had to be put on a leash for her outings. One day, eager to set off but having no sign for leash, she signaled her wishes by holding a crooked index finger to the ring on her collar. This sign became part of her vocabulary.The main idea of Paragraph 2 can be summarized as. ______.

A．chimps can also be taught to imitate their elders
B．like human beings, chimps can also learn some sign language through self-taught
C．young chimps can be clever enough to watch and learn
D．a young chimp is similar to a human child in intelligence development to know the nature of some objects

问答题

It is hard to predict how science is going to turn out, and if it is really good science it is impossible to predict. If the things to be found are actually new, they are by definition unknown in advance. You cannot make choices in this matter. (46) You either have science or you don"t, and if you have it you are obliged to accept the surprising and disturbing pieces of information, along with the neat and promptly useful bits. The only solid piece of scientific truth about which I feel totally confident is that we are profoundly ignorant about nature. Indeed, I regard this as the major discovery of the past hundred years of biology. It is, in its way, an illuminating piece of news. (47) It would have amazed the brightest minds of the 18th century Enlightenment to be told by any of us how little we know and how bewildering the way ahead seems. (48) It is this sudden confrontation with the depth and scope of ignorance that represents the most significant contribution of the 20th century science to the human intellect. In earlier times, we either pretended to understand how things worked or ignored the problem, or simply made up stories to fill the gaps. Now that we have begun exploring in earnest, we are getting glimpses of how huge the questions are, and how far from being answered. Because of this, we are depressed. (49) It is not so bad being ignorant if you are totally ignorant the hard thing is knowing in some detail the reality of ignorance, the worst spots and here and there the not so bad spots, but no true light at the end of the tunnel nor even any tunnels that can yet be trusted. But we are making a beginning and there ought to be some satisfaction. There are probably no questions we can think up that can"t be answered, sooner or later, including even the matter of consciousness. (50) To be sure, there may well be questions we can"t think up, ever, and therefore limits to the reach of human intellect, but that is another matter. Within our limits, we should be able to work our way through to all our answers if we keep at it long enough, and pay attention.

答案：正确答案：要么拥有科学，要么得不到它。如果你拥有的话，你就必须接受那些令人惊讶又烦恼的信息，以及有条不紊、迅速及时而有用...

单项选择题

Whether work should be placed among the causes of happiness or among the causes of unhappiness may perhaps be regarded as a doubtful question. There is certainly much work which is exceedingly weary and an excess of work is always very painful. I think, however, that, provided work is not excessive in amount, even the dullest work is to most people less painful than idleness. There are in work all grades, from mere relief of tedium up to the profoundest delights, according to the nature of the work and the abilities of the worker. Most of the work that most people have to do is not in itself interesting, but even such work has certain great advantages. To begin with, it fills a good many hours of the day without the need of deciding what one shall do. Most people, when they are left free to fill their own time according to their own choice, are at a loss to think of anything sufficiently pleasant to be worth doing. And whatever they decide, they are troubled by the feeling that something else would have been pleasanter. To be able to fill leisure intelligently is the last product of civilization, and at present very few people have reached this level. Moreover the exercise of choice is in itself tiresome. Except to people with unusual initiative it is positively agreeable to be told what to do at each hour of the day, provided the orders are not too unpleasant. Most of the idle rich suffer unspeakable boredom as the price of their freedom from toil. At times they may find relief by hunting big game in Africa, or by flying round the world, but the number of such sensations is limited, especially after youth is past, Accordingly the more intelligent rich men work nearly as hard as if they were poor, while rich women for the most part keep themselves busy with innumerable trifles of those earth-shaking importance they are firmly persuaded. Work therefore is desirable, first and foremost, as a preventive of boredom, for the boredom that a man feels when he is doing necessary though uninteresting work is as nothing in comparison with the boredom that he feels when he has nothing to do with his days. With this advantage of work another is associated, namely that it makes holidays much more delicious when they come. Provided a man does not have to work so hard as to impair his vigor, he is likely to find far more zest in his free time than an idle man could possibly find. The second advantage of most paid work and of some unpaid work is that it gives chances of success and opportunities for ambition. In most work success is measured by income, and while our capitalistic society continues, this is inevitable. It is only where the best work is concerned that this measure ceases to be the natural one to apply. The desire than men feel to increase their income is quite as much a desire for success as for the extra comforts that a higher income can acquire. However dull work may be, it becomes bearable if it is a means of building up a reputation, whether in the world at large or only in one"s own circle.According to the passage, to be told to do something is generally______.

A．respectable
B．acceptable
C．insulting
D．disgusting

单项选择题

The history of English is conventionally, if perhaps too neatly, divided into three periods usually called old (or Anglo-Saxon) English, Middle English, and Modern English. The earliest period begins with the migration of certain Germanic tribes from the continent to Britain in the fifth century A.D, though no records of their language survive from before the seventh century, and it continues until the end of the seventh century or a bit later. By that time, Latin, Old Norse (the language of the Viking invaders), and especially the Anglo-Norman French of the dominant class after the Norman Conquest in 1066 had begun to have a substantial impact on the vocabulary, and the well-developed inflectional system that typifies the grammar of Old English had begun to break down. The period of Middle English extends roughly form the twelfth century through the fifteenth. The influence of French (and Latin, often by way of French) upon the vocabulary continued throughout the period, the loss of some inflections and the reduction of others accelerated, and many changes took place within the grammatical systems of the language. A typical prose passage, specially one from the later part of the period, will not have such a foreign look to us as the prose of Old English, but it will not be mistaken for contemporary writing either. The period of Modern English extends from the sixteenth century to our own day. The early part of this period saw the completion of a revolution in vowel distribution that had begun in late Middle English and that effectively brought the language to something resembling its present pattern. Other important early developments include the stabilizing effect on spelling of the printing press and the beginning of the direct influence of Latin, and to a lesser extent, Greek on the vocabulary. Later, as English came into contact with other cultures around the world and distinctive dialects of English developed in the many areas which Britain had colonized, numerous other languages made small but interesting contributions to our word-stock.What can be inferred from the passage

A．Even an educated person can not read old English without special training.
B．A person who knows French well can understand old English.
C．An educated person can understand old English but can not pronounce it.
D．A person can pronounce old English words but can"t understand them.

单项选择题

Ask any employee at an level in any company what they dislike about their job and somewhere on the list you will find a complaint about the system of performance appraisals. It does seem strange that an idea which was supposed to benefit both individuals and the company should be so universally disliked, but the staff appraisal is now one of the biggest causes of dissatisfaction at work. In the United States there have even been cases of unhappy workers taking their employers to court over appraisal interviews. It is in a company"s interest to combat this situation, but, before reversing the appraisal"s negative associations, an organization needs to pinpoint the underlying reasons which have contributed to them. Problems with appraisals can fall into two main areas—those arising from the scheme itself and those arising from the implementation and understanding of that scheme. Naturally it is easier to tackle those in the former category; indeed, some companies have developed schemes following legal guidelines. These guidelines suggest that a successful scheme should have a clear appeal process, that any negative feedback should be accompanied by "evidence" such as dates, times and outcomes and that, most importantly, ratings should reflect specific measurable elements of the job requirements. It is not always necessary to resort to legal advice however. Some changes to current schemes are simply a matter of logic. For instance, if employees are constantly encouraged to work in teams and to assume joint responsibility for their successes and failures, it makes little sense for the appraisals to focus on individuals, as this may lead to resentments and create divisions within the group. It is possible, and in some cases more suitable, to arrange appraisals where performance is rated for the group. Staff also need to be educated about the best way to approach appraisals. Managers often find that they are uncomfortable being asked to take on a more supportive role than they are used to without having had any training. Those being appraised may see it as a chance to air their grievances and highlight the company"s failings rather than consider their own role. Both parties view the process as a necessary evil, to be gone through once or twice a year, and then forgotten about. The importance given to the appraisal stems from the fact that, despite all the talk of the interview being a chance for management and employees to come together and exchange ideas, set joint targets and improve the way decisions are reached, the reality is that they are often nothing more than the pretext on which pay rises are given, or not given. Pay is, of course, a subject that always leads to problems. Given the problems associated with staff appraisals, why is it that, with no legal requirement, companies continue to run them The answer is simple, it is impossible to manage something you know nothing about. As any Human Resources manager can tell you, the best way to learn about someone is to talk to them. Effective people management relies on knowledge and appraisals are still the best way to build up that bank of knowledge.What do senior staff find difficult about doing appraisals

A．Relating to their staff in a different manner than usual.
B．Having to listen to staff complaining about the company.
C．Managing to find time to attend proper training sessions.
D．Knowing the best way to educate staff about their role.

单项选择题

The mid-sixties saw the start of a project that, along with other similar research, was to teach us a great deal about the chimpanzee mind. This was Project Washoe, conceived by Trixie and Allen Gardner. They purchased an infant chimpanzee and began to teach her the signs of ASL, the American Sign Language used by the deaf. Twenty years earlier another husband and wife team, Richard and Cathy Hayes, had tried, with an almost total lack of success, to teach a young chimp, Vikki, to talk. The Hayess undertaking taught us a lot about the chimpanzee mind, but Vikki, although she did well in IQ tests, and was clearly an intelligent youngster, could not learn human speech. The Gardners, however, achieved spectacular success with their pupil, Washoe. Not only did she learn signs easily, but she quickly began to string them together in meaningful ways. It was clear that each sign evoked, in her mind, a mental image of the object it represented. If, for example, she was asked, in sign language, to fetch an apple, she would go and locate an apple that was out of sight in another room. Other chimps entered the project, some starting their lives in deaf signing families before joining Washoe. And finally Washoe adopted an infant, Loulis. He came from a lab where no thought of teaching signs had ever penetrated. When he was with Washoe he was given no lessons in language acquisition—not by humans, anyway. Yet by the time he was eight years old he had made fifty-eight signs in their correct contexts. How did he learn them Mostly, it seems, by imitating the behavior of Washoe and the other three signing chimps, Dar, Moja and Tam. Sometimes, though, he received tuition from Washoe herself. One day, for example, she began to swagger about bipedally, hair bristling, signing food! food! food! in great excitement. She had seen a human approaching with a bar of chocolate. Loulis, only eighteen months old, watched passively. Suddenly Washoe stopped her swaggering, went over to him, took his hand, and moulded the sign for food (fingers pointing towards mouth). Another time, in a similar context, she made the sign for chewing gum—but with her hand on his body. On a third occasion Washoe picked up a small chair, took it over to Loulis, set it down in front of him, and very distinctly made the chair sign three times, watching him closely as she did so. The two food signs became incorporated into Loulis"s vocabulary but the sign for chair did not. Obviously the priorities of a young chimp are similar to those of a human child! Chimpanzees who have been taught a language can combine signs creatively in order to describe objects for which they have no symbol. Washoe, for example, puzzled her caretakers by asking, repeatedly, for a rock berry. Eventually it transpired that she was referring to brazil nuts which she had encountered for the first time a while before. Another language-trained chimp described a cucumber as a green banana. They can even invent signs. Lucy, as she got older, had to be put on a leash for her outings. One day, eager to set off but having no sign for leash, she signaled her wishes by holding a crooked index finger to the ring on her collar. This sign became part of her vocabulary.The word "transpire" in Paragraph 3 can probably mean ______.

A．it turned out that
B．it transformed that
C．it seemed that
D．it made clear that

问答题

It is hard to predict how science is going to turn out, and if it is really good science it is impossible to predict. If the things to be found are actually new, they are by definition unknown in advance. You cannot make choices in this matter. (46) You either have science or you don"t, and if you have it you are obliged to accept the surprising and disturbing pieces of information, along with the neat and promptly useful bits. The only solid piece of scientific truth about which I feel totally confident is that we are profoundly ignorant about nature. Indeed, I regard this as the major discovery of the past hundred years of biology. It is, in its way, an illuminating piece of news. (47) It would have amazed the brightest minds of the 18th century Enlightenment to be told by any of us how little we know and how bewildering the way ahead seems. (48) It is this sudden confrontation with the depth and scope of ignorance that represents the most significant contribution of the 20th century science to the human intellect. In earlier times, we either pretended to understand how things worked or ignored the problem, or simply made up stories to fill the gaps. Now that we have begun exploring in earnest, we are getting glimpses of how huge the questions are, and how far from being answered. Because of this, we are depressed. (49) It is not so bad being ignorant if you are totally ignorant the hard thing is knowing in some detail the reality of ignorance, the worst spots and here and there the not so bad spots, but no true light at the end of the tunnel nor even any tunnels that can yet be trusted. But we are making a beginning and there ought to be some satisfaction. There are probably no questions we can think up that can"t be answered, sooner or later, including even the matter of consciousness. (50) To be sure, there may well be questions we can"t think up, ever, and therefore limits to the reach of human intellect, but that is another matter. Within our limits, we should be able to work our way through to all our answers if we keep at it long enough, and pay attention.

答案：正确答案：如果我们当中任何一个人要告诉18世纪启蒙运动中最聪明的人，我们的知识有多么少，以及未来看起来是多么让人困惑，都...

单项选择题

The history of English is conventionally, if perhaps too neatly, divided into three periods usually called old (or Anglo-Saxon) English, Middle English, and Modern English. The earliest period begins with the migration of certain Germanic tribes from the continent to Britain in the fifth century A.D, though no records of their language survive from before the seventh century, and it continues until the end of the seventh century or a bit later. By that time, Latin, Old Norse (the language of the Viking invaders), and especially the Anglo-Norman French of the dominant class after the Norman Conquest in 1066 had begun to have a substantial impact on the vocabulary, and the well-developed inflectional system that typifies the grammar of Old English had begun to break down. The period of Middle English extends roughly form the twelfth century through the fifteenth. The influence of French (and Latin, often by way of French) upon the vocabulary continued throughout the period, the loss of some inflections and the reduction of others accelerated, and many changes took place within the grammatical systems of the language. A typical prose passage, specially one from the later part of the period, will not have such a foreign look to us as the prose of Old English, but it will not be mistaken for contemporary writing either. The period of Modern English extends from the sixteenth century to our own day. The early part of this period saw the completion of a revolution in vowel distribution that had begun in late Middle English and that effectively brought the language to something resembling its present pattern. Other important early developments include the stabilizing effect on spelling of the printing press and the beginning of the direct influence of Latin, and to a lesser extent, Greek on the vocabulary. Later, as English came into contact with other cultures around the world and distinctive dialects of English developed in the many areas which Britain had colonized, numerous other languages made small but interesting contributions to our word-stock.Which of the following is NOT mentioned

A．French.
B．Latin.
C．Greek.
D．German.

单项选择题

Whether work should be placed among the causes of happiness or among the causes of unhappiness may perhaps be regarded as a doubtful question. There is certainly much work which is exceedingly weary and an excess of work is always very painful. I think, however, that, provided work is not excessive in amount, even the dullest work is to most people less painful than idleness. There are in work all grades, from mere relief of tedium up to the profoundest delights, according to the nature of the work and the abilities of the worker. Most of the work that most people have to do is not in itself interesting, but even such work has certain great advantages. To begin with, it fills a good many hours of the day without the need of deciding what one shall do. Most people, when they are left free to fill their own time according to their own choice, are at a loss to think of anything sufficiently pleasant to be worth doing. And whatever they decide, they are troubled by the feeling that something else would have been pleasanter. To be able to fill leisure intelligently is the last product of civilization, and at present very few people have reached this level. Moreover the exercise of choice is in itself tiresome. Except to people with unusual initiative it is positively agreeable to be told what to do at each hour of the day, provided the orders are not too unpleasant. Most of the idle rich suffer unspeakable boredom as the price of their freedom from toil. At times they may find relief by hunting big game in Africa, or by flying round the world, but the number of such sensations is limited, especially after youth is past, Accordingly the more intelligent rich men work nearly as hard as if they were poor, while rich women for the most part keep themselves busy with innumerable trifles of those earth-shaking importance they are firmly persuaded. Work therefore is desirable, first and foremost, as a preventive of boredom, for the boredom that a man feels when he is doing necessary though uninteresting work is as nothing in comparison with the boredom that he feels when he has nothing to do with his days. With this advantage of work another is associated, namely that it makes holidays much more delicious when they come. Provided a man does not have to work so hard as to impair his vigor, he is likely to find far more zest in his free time than an idle man could possibly find. The second advantage of most paid work and of some unpaid work is that it gives chances of success and opportunities for ambition. In most work success is measured by income, and while our capitalistic society continues, this is inevitable. It is only where the best work is concerned that this measure ceases to be the natural one to apply. The desire than men feel to increase their income is quite as much a desire for success as for the extra comforts that a higher income can acquire. However dull work may be, it becomes bearable if it is a means of building up a reputation, whether in the world at large or only in one"s own circle.According to the passage, success can mostly be measured in terms of______.

A．relationship
B．enjoyment
C．income
D．promotion

单项选择题

Ask any employee at an level in any company what they dislike about their job and somewhere on the list you will find a complaint about the system of performance appraisals. It does seem strange that an idea which was supposed to benefit both individuals and the company should be so universally disliked, but the staff appraisal is now one of the biggest causes of dissatisfaction at work. In the United States there have even been cases of unhappy workers taking their employers to court over appraisal interviews. It is in a company"s interest to combat this situation, but, before reversing the appraisal"s negative associations, an organization needs to pinpoint the underlying reasons which have contributed to them. Problems with appraisals can fall into two main areas—those arising from the scheme itself and those arising from the implementation and understanding of that scheme. Naturally it is easier to tackle those in the former category; indeed, some companies have developed schemes following legal guidelines. These guidelines suggest that a successful scheme should have a clear appeal process, that any negative feedback should be accompanied by "evidence" such as dates, times and outcomes and that, most importantly, ratings should reflect specific measurable elements of the job requirements. It is not always necessary to resort to legal advice however. Some changes to current schemes are simply a matter of logic. For instance, if employees are constantly encouraged to work in teams and to assume joint responsibility for their successes and failures, it makes little sense for the appraisals to focus on individuals, as this may lead to resentments and create divisions within the group. It is possible, and in some cases more suitable, to arrange appraisals where performance is rated for the group. Staff also need to be educated about the best way to approach appraisals. Managers often find that they are uncomfortable being asked to take on a more supportive role than they are used to without having had any training. Those being appraised may see it as a chance to air their grievances and highlight the company"s failings rather than consider their own role. Both parties view the process as a necessary evil, to be gone through once or twice a year, and then forgotten about. The importance given to the appraisal stems from the fact that, despite all the talk of the interview being a chance for management and employees to come together and exchange ideas, set joint targets and improve the way decisions are reached, the reality is that they are often nothing more than the pretext on which pay rises are given, or not given. Pay is, of course, a subject that always leads to problems. Given the problems associated with staff appraisals, why is it that, with no legal requirement, companies continue to run them The answer is simple, it is impossible to manage something you know nothing about. As any Human Resources manager can tell you, the best way to learn about someone is to talk to them. Effective people management relies on knowledge and appraisals are still the best way to build up that bank of knowledge.In an ideal world an appraisal is an opportunity to______.

A．improve your salary
B．moan about the boss
C．discuss and agree goals
D．meet every six months

单项选择题

The mid-sixties saw the start of a project that, along with other similar research, was to teach us a great deal about the chimpanzee mind. This was Project Washoe, conceived by Trixie and Allen Gardner. They purchased an infant chimpanzee and began to teach her the signs of ASL, the American Sign Language used by the deaf. Twenty years earlier another husband and wife team, Richard and Cathy Hayes, had tried, with an almost total lack of success, to teach a young chimp, Vikki, to talk. The Hayess undertaking taught us a lot about the chimpanzee mind, but Vikki, although she did well in IQ tests, and was clearly an intelligent youngster, could not learn human speech. The Gardners, however, achieved spectacular success with their pupil, Washoe. Not only did she learn signs easily, but she quickly began to string them together in meaningful ways. It was clear that each sign evoked, in her mind, a mental image of the object it represented. If, for example, she was asked, in sign language, to fetch an apple, she would go and locate an apple that was out of sight in another room. Other chimps entered the project, some starting their lives in deaf signing families before joining Washoe. And finally Washoe adopted an infant, Loulis. He came from a lab where no thought of teaching signs had ever penetrated. When he was with Washoe he was given no lessons in language acquisition—not by humans, anyway. Yet by the time he was eight years old he had made fifty-eight signs in their correct contexts. How did he learn them Mostly, it seems, by imitating the behavior of Washoe and the other three signing chimps, Dar, Moja and Tam. Sometimes, though, he received tuition from Washoe herself. One day, for example, she began to swagger about bipedally, hair bristling, signing food! food! food! in great excitement. She had seen a human approaching with a bar of chocolate. Loulis, only eighteen months old, watched passively. Suddenly Washoe stopped her swaggering, went over to him, took his hand, and moulded the sign for food (fingers pointing towards mouth). Another time, in a similar context, she made the sign for chewing gum—but with her hand on his body. On a third occasion Washoe picked up a small chair, took it over to Loulis, set it down in front of him, and very distinctly made the chair sign three times, watching him closely as she did so. The two food signs became incorporated into Loulis"s vocabulary but the sign for chair did not. Obviously the priorities of a young chimp are similar to those of a human child! Chimpanzees who have been taught a language can combine signs creatively in order to describe objects for which they have no symbol. Washoe, for example, puzzled her caretakers by asking, repeatedly, for a rock berry. Eventually it transpired that she was referring to brazil nuts which she had encountered for the first time a while before. Another language-trained chimp described a cucumber as a green banana. They can even invent signs. Lucy, as she got older, had to be put on a leash for her outings. One day, eager to set off but having no sign for leash, she signaled her wishes by holding a crooked index finger to the ring on her collar. This sign became part of her vocabulary.From what is said in the passage we can conclude that______.

A．some animals do have intelligence to some extent
B．chimps can be taught to use human language if enough time is given
C．chimps can even give some particular signs to express what they want
D．chimps can be as creative as human beings

问答题

It is hard to predict how science is going to turn out, and if it is really good science it is impossible to predict. If the things to be found are actually new, they are by definition unknown in advance. You cannot make choices in this matter. (46) You either have science or you don"t, and if you have it you are obliged to accept the surprising and disturbing pieces of information, along with the neat and promptly useful bits. The only solid piece of scientific truth about which I feel totally confident is that we are profoundly ignorant about nature. Indeed, I regard this as the major discovery of the past hundred years of biology. It is, in its way, an illuminating piece of news. (47) It would have amazed the brightest minds of the 18th century Enlightenment to be told by any of us how little we know and how bewildering the way ahead seems. (48) It is this sudden confrontation with the depth and scope of ignorance that represents the most significant contribution of the 20th century science to the human intellect. In earlier times, we either pretended to understand how things worked or ignored the problem, or simply made up stories to fill the gaps. Now that we have begun exploring in earnest, we are getting glimpses of how huge the questions are, and how far from being answered. Because of this, we are depressed. (49) It is not so bad being ignorant if you are totally ignorant the hard thing is knowing in some detail the reality of ignorance, the worst spots and here and there the not so bad spots, but no true light at the end of the tunnel nor even any tunnels that can yet be trusted. But we are making a beginning and there ought to be some satisfaction. There are probably no questions we can think up that can"t be answered, sooner or later, including even the matter of consciousness. (50) To be sure, there may well be questions we can"t think up, ever, and therefore limits to the reach of human intellect, but that is another matter. Within our limits, we should be able to work our way through to all our answers if we keep at it long enough, and pay attention.

答案：正确答案：正是这种对人类无知的深度和广度的突然认识，代表了20世纪科学对人类智能的最大贡献。

单项选择题

Ask any employee at an level in any company what they dislike about their job and somewhere on the list you will find a complaint about the system of performance appraisals. It does seem strange that an idea which was supposed to benefit both individuals and the company should be so universally disliked, but the staff appraisal is now one of the biggest causes of dissatisfaction at work. In the United States there have even been cases of unhappy workers taking their employers to court over appraisal interviews. It is in a company"s interest to combat this situation, but, before reversing the appraisal"s negative associations, an organization needs to pinpoint the underlying reasons which have contributed to them. Problems with appraisals can fall into two main areas—those arising from the scheme itself and those arising from the implementation and understanding of that scheme. Naturally it is easier to tackle those in the former category; indeed, some companies have developed schemes following legal guidelines. These guidelines suggest that a successful scheme should have a clear appeal process, that any negative feedback should be accompanied by "evidence" such as dates, times and outcomes and that, most importantly, ratings should reflect specific measurable elements of the job requirements. It is not always necessary to resort to legal advice however. Some changes to current schemes are simply a matter of logic. For instance, if employees are constantly encouraged to work in teams and to assume joint responsibility for their successes and failures, it makes little sense for the appraisals to focus on individuals, as this may lead to resentments and create divisions within the group. It is possible, and in some cases more suitable, to arrange appraisals where performance is rated for the group. Staff also need to be educated about the best way to approach appraisals. Managers often find that they are uncomfortable being asked to take on a more supportive role than they are used to without having had any training. Those being appraised may see it as a chance to air their grievances and highlight the company"s failings rather than consider their own role. Both parties view the process as a necessary evil, to be gone through once or twice a year, and then forgotten about. The importance given to the appraisal stems from the fact that, despite all the talk of the interview being a chance for management and employees to come together and exchange ideas, set joint targets and improve the way decisions are reached, the reality is that they are often nothing more than the pretext on which pay rises are given, or not given. Pay is, of course, a subject that always leads to problems. Given the problems associated with staff appraisals, why is it that, with no legal requirement, companies continue to run them The answer is simple, it is impossible to manage something you know nothing about. As any Human Resources manager can tell you, the best way to learn about someone is to talk to them. Effective people management relies on knowledge and appraisals are still the best way to build up that bank of knowledge.How are personal appraisals important for companies

A．They help HR managers to talk to staff.
B．They provide the best way to build new targets.
C．They help the company meet legal requirements.
D．They provide valuable information to the employer.

单项选择题

Whether work should be placed among the causes of happiness or among the causes of unhappiness may perhaps be regarded as a doubtful question. There is certainly much work which is exceedingly weary and an excess of work is always very painful. I think, however, that, provided work is not excessive in amount, even the dullest work is to most people less painful than idleness. There are in work all grades, from mere relief of tedium up to the profoundest delights, according to the nature of the work and the abilities of the worker. Most of the work that most people have to do is not in itself interesting, but even such work has certain great advantages. To begin with, it fills a good many hours of the day without the need of deciding what one shall do. Most people, when they are left free to fill their own time according to their own choice, are at a loss to think of anything sufficiently pleasant to be worth doing. And whatever they decide, they are troubled by the feeling that something else would have been pleasanter. To be able to fill leisure intelligently is the last product of civilization, and at present very few people have reached this level. Moreover the exercise of choice is in itself tiresome. Except to people with unusual initiative it is positively agreeable to be told what to do at each hour of the day, provided the orders are not too unpleasant. Most of the idle rich suffer unspeakable boredom as the price of their freedom from toil. At times they may find relief by hunting big game in Africa, or by flying round the world, but the number of such sensations is limited, especially after youth is past, Accordingly the more intelligent rich men work nearly as hard as if they were poor, while rich women for the most part keep themselves busy with innumerable trifles of those earth-shaking importance they are firmly persuaded. Work therefore is desirable, first and foremost, as a preventive of boredom, for the boredom that a man feels when he is doing necessary though uninteresting work is as nothing in comparison with the boredom that he feels when he has nothing to do with his days. With this advantage of work another is associated, namely that it makes holidays much more delicious when they come. Provided a man does not have to work so hard as to impair his vigor, he is likely to find far more zest in his free time than an idle man could possibly find. The second advantage of most paid work and of some unpaid work is that it gives chances of success and opportunities for ambition. In most work success is measured by income, and while our capitalistic society continues, this is inevitable. It is only where the best work is concerned that this measure ceases to be the natural one to apply. The desire than men feel to increase their income is quite as much a desire for success as for the extra comforts that a higher income can acquire. However dull work may be, it becomes bearable if it is a means of building up a reputation, whether in the world at large or only in one"s own circle.As put by the author, most of the work that most people have to do is______.

A．delightful but time consuming
B．exceedingly dull and always painful
C．not worth doing and bearable at all
D．not interesting but very rewarding

单项选择题

The history of English is conventionally, if perhaps too neatly, divided into three periods usually called old (or Anglo-Saxon) English, Middle English, and Modern English. The earliest period begins with the migration of certain Germanic tribes from the continent to Britain in the fifth century A.D, though no records of their language survive from before the seventh century, and it continues until the end of the seventh century or a bit later. By that time, Latin, Old Norse (the language of the Viking invaders), and especially the Anglo-Norman French of the dominant class after the Norman Conquest in 1066 had begun to have a substantial impact on the vocabulary, and the well-developed inflectional system that typifies the grammar of Old English had begun to break down. The period of Middle English extends roughly form the twelfth century through the fifteenth. The influence of French (and Latin, often by way of French) upon the vocabulary continued throughout the period, the loss of some inflections and the reduction of others accelerated, and many changes took place within the grammatical systems of the language. A typical prose passage, specially one from the later part of the period, will not have such a foreign look to us as the prose of Old English, but it will not be mistaken for contemporary writing either. The period of Modern English extends from the sixteenth century to our own day. The early part of this period saw the completion of a revolution in vowel distribution that had begun in late Middle English and that effectively brought the language to something resembling its present pattern. Other important early developments include the stabilizing effect on spelling of the printing press and the beginning of the direct influence of Latin, and to a lesser extent, Greek on the vocabulary. Later, as English came into contact with other cultures around the world and distinctive dialects of English developed in the many areas which Britain had colonized, numerous other languages made small but interesting contributions to our word-stock.What is the most remarkable characteristic of Modern English

A．Numerous additions to its vocabulary.
B．Completion of a revolution in vowel distribution.
C．Gradual changes in its grammatical system.
D．The direct influence of Latin.

问答题

It is hard to predict how science is going to turn out, and if it is really good science it is impossible to predict. If the things to be found are actually new, they are by definition unknown in advance. You cannot make choices in this matter. (46) You either have science or you don"t, and if you have it you are obliged to accept the surprising and disturbing pieces of information, along with the neat and promptly useful bits. The only solid piece of scientific truth about which I feel totally confident is that we are profoundly ignorant about nature. Indeed, I regard this as the major discovery of the past hundred years of biology. It is, in its way, an illuminating piece of news. (47) It would have amazed the brightest minds of the 18th century Enlightenment to be told by any of us how little we know and how bewildering the way ahead seems. (48) It is this sudden confrontation with the depth and scope of ignorance that represents the most significant contribution of the 20th century science to the human intellect. In earlier times, we either pretended to understand how things worked or ignored the problem, or simply made up stories to fill the gaps. Now that we have begun exploring in earnest, we are getting glimpses of how huge the questions are, and how far from being answered. Because of this, we are depressed. (49) It is not so bad being ignorant if you are totally ignorant the hard thing is knowing in some detail the reality of ignorance, the worst spots and here and there the not so bad spots, but no true light at the end of the tunnel nor even any tunnels that can yet be trusted. But we are making a beginning and there ought to be some satisfaction. There are probably no questions we can think up that can"t be answered, sooner or later, including even the matter of consciousness. (50) To be sure, there may well be questions we can"t think up, ever, and therefore limits to the reach of human intellect, but that is another matter. Within our limits, we should be able to work our way through to all our answers if we keep at it long enough, and pay attention.

答案：正确答案：如果你是彻底无知的话，无知也就不那么糟了。困难的是了解无知这一事实的具体情况，最差的地方以及这里或者那里不这么...

单项选择题

The mid-sixties saw the start of a project that, along with other similar research, was to teach us a great deal about the chimpanzee mind. This was Project Washoe, conceived by Trixie and Allen Gardner. They purchased an infant chimpanzee and began to teach her the signs of ASL, the American Sign Language used by the deaf. Twenty years earlier another husband and wife team, Richard and Cathy Hayes, had tried, with an almost total lack of success, to teach a young chimp, Vikki, to talk. The Hayess undertaking taught us a lot about the chimpanzee mind, but Vikki, although she did well in IQ tests, and was clearly an intelligent youngster, could not learn human speech. The Gardners, however, achieved spectacular success with their pupil, Washoe. Not only did she learn signs easily, but she quickly began to string them together in meaningful ways. It was clear that each sign evoked, in her mind, a mental image of the object it represented. If, for example, she was asked, in sign language, to fetch an apple, she would go and locate an apple that was out of sight in another room. Other chimps entered the project, some starting their lives in deaf signing families before joining Washoe. And finally Washoe adopted an infant, Loulis. He came from a lab where no thought of teaching signs had ever penetrated. When he was with Washoe he was given no lessons in language acquisition—not by humans, anyway. Yet by the time he was eight years old he had made fifty-eight signs in their correct contexts. How did he learn them Mostly, it seems, by imitating the behavior of Washoe and the other three signing chimps, Dar, Moja and Tam. Sometimes, though, he received tuition from Washoe herself. One day, for example, she began to swagger about bipedally, hair bristling, signing food! food! food! in great excitement. She had seen a human approaching with a bar of chocolate. Loulis, only eighteen months old, watched passively. Suddenly Washoe stopped her swaggering, went over to him, took his hand, and moulded the sign for food (fingers pointing towards mouth). Another time, in a similar context, she made the sign for chewing gum—but with her hand on his body. On a third occasion Washoe picked up a small chair, took it over to Loulis, set it down in front of him, and very distinctly made the chair sign three times, watching him closely as she did so. The two food signs became incorporated into Loulis"s vocabulary but the sign for chair did not. Obviously the priorities of a young chimp are similar to those of a human child! Chimpanzees who have been taught a language can combine signs creatively in order to describe objects for which they have no symbol. Washoe, for example, puzzled her caretakers by asking, repeatedly, for a rock berry. Eventually it transpired that she was referring to brazil nuts which she had encountered for the first time a while before. Another language-trained chimp described a cucumber as a green banana. They can even invent signs. Lucy, as she got older, had to be put on a leash for her outings. One day, eager to set off but having no sign for leash, she signaled her wishes by holding a crooked index finger to the ring on her collar. This sign became part of her vocabulary.The best title of this passage can be ______.

A．New Research Findings on the Chimpanzee Mind
B．Chimpanzee—Intelligent and Creative Animals
C．Chimpanzee and Sign Language
D．Chimpanzees Are Talents in Language Learning

问答题

It is hard to predict how science is going to turn out, and if it is really good science it is impossible to predict. If the things to be found are actually new, they are by definition unknown in advance. You cannot make choices in this matter. (46) You either have science or you don"t, and if you have it you are obliged to accept the surprising and disturbing pieces of information, along with the neat and promptly useful bits. The only solid piece of scientific truth about which I feel totally confident is that we are profoundly ignorant about nature. Indeed, I regard this as the major discovery of the past hundred years of biology. It is, in its way, an illuminating piece of news. (47) It would have amazed the brightest minds of the 18th century Enlightenment to be told by any of us how little we know and how bewildering the way ahead seems. (48) It is this sudden confrontation with the depth and scope of ignorance that represents the most significant contribution of the 20th century science to the human intellect. In earlier times, we either pretended to understand how things worked or ignored the problem, or simply made up stories to fill the gaps. Now that we have begun exploring in earnest, we are getting glimpses of how huge the questions are, and how far from being answered. Because of this, we are depressed. (49) It is not so bad being ignorant if you are totally ignorant the hard thing is knowing in some detail the reality of ignorance, the worst spots and here and there the not so bad spots, but no true light at the end of the tunnel nor even any tunnels that can yet be trusted. But we are making a beginning and there ought to be some satisfaction. There are probably no questions we can think up that can"t be answered, sooner or later, including even the matter of consciousness. (50) To be sure, there may well be questions we can"t think up, ever, and therefore limits to the reach of human intellect, but that is another matter. Within our limits, we should be able to work our way through to all our answers if we keep at it long enough, and pay attention.

答案：正确答案：诚然，很可能有些问题是我们永远也想不到的。因此，对人类智慧的探索永远是有极限的，但这是另外一回事了。

问答题

The following paragraphs are given in a wrong order, you are required to reorganize these paragraphs into a coherent article by choosing from the list A—H. The first, fourth and the last paragraphs have been placed for you.A. "Customers don"t buy products", Mary says. "They buy results". Mary explains that it is her job to help customers get results. Results are what the products do for the customers. Customers buy products for what the products do.B. Mary enjoys her job. Her job is customer service. She helps customers use her company"s products. When people ask her what she does, Mary says. "Salespeople sell our products. My job is to make sure they stay sold".C. She finds someone who is doing exactly what the customer who called is interested in seeing. Mary calls customers who are already using the product. She asks if the customer who wants to see how the products are used can visit these companies. Most customers cooperate. They let other customers visit to see how products are used. They help others because they know they may need help themselves some day. They know they will be able to ask for help later if they give help to others now.D. Mary gets copies of sales orders from Steve, John, Helen, and other salespeople. When she gets the orders, Mary talks to the salespeople about the customers. It is part of Mary"s job to find out how customers are using her company"s products. Mary tells customers, "I"m in the information business. My job is to give you any information you need about our products and how they"re used".E. Mary makes appointments for her company"s customers to visit each other. Mary"s company is very happy to have cust6mers compare how they use its products. The company feels that this is how customers help sell its products to other customers.F. Sometimes Mary helps customers to help each other. Customers call to ask about using her company"s products. Mary gives them product literature. She also gives them information from her files on how products can be used. Sometimes customers want to see products being used. These customers are interested in seeing exactly what is done with the products. When this happens, Mary looks in her files. "She looks to see which customers are using the products. Then she looks to see how the products are used.G. Mary keeps files of information about products and customers. Files are groups of documents set up to make it easy to find any document or record which is needed. In her files, Mary has printed sheets about her company"s products. These printed sheets about the things the company makes are called product literature. Product literature tells about the things the company makes. The literature also tells what the products do. The idea is to show how products help customers who use them.H. Mary has a list of all the company"s customers. When she receives copies of orders, Mary checks them to see if there are any new customers. Mary also checks to see if any old customers are buying product that has not been made before. Mary checks orders to see which customers buy it. Any time customers buy products they have not used before, Mary calls to see if she can help. Mary asks if the customer needs information. She also asks how the customer is using the product. Mary puts information in her files on how customers use her company"s products.Order: B is the first paragraph, A is the fourth and E is the last.

答案：正确答案：G

问答题

The following paragraphs are given in a wrong order, you are required to reorganize these paragraphs into a coherent article by choosing from the list A—H. The first, fourth and the last paragraphs have been placed for you.A. "Customers don"t buy products", Mary says. "They buy results". Mary explains that it is her job to help customers get results. Results are what the products do for the customers. Customers buy products for what the products do.B. Mary enjoys her job. Her job is customer service. She helps customers use her company"s products. When people ask her what she does, Mary says. "Salespeople sell our products. My job is to make sure they stay sold".C. She finds someone who is doing exactly what the customer who called is interested in seeing. Mary calls customers who are already using the product. She asks if the customer who wants to see how the products are used can visit these companies. Most customers cooperate. They let other customers visit to see how products are used. They help others because they know they may need help themselves some day. They know they will be able to ask for help later if they give help to others now.D. Mary gets copies of sales orders from Steve, John, Helen, and other salespeople. When she gets the orders, Mary talks to the salespeople about the customers. It is part of Mary"s job to find out how customers are using her company"s products. Mary tells customers, "I"m in the information business. My job is to give you any information you need about our products and how they"re used".E. Mary makes appointments for her company"s customers to visit each other. Mary"s company is very happy to have cust6mers compare how they use its products. The company feels that this is how customers help sell its products to other customers.F. Sometimes Mary helps customers to help each other. Customers call to ask about using her company"s products. Mary gives them product literature. She also gives them information from her files on how products can be used. Sometimes customers want to see products being used. These customers are interested in seeing exactly what is done with the products. When this happens, Mary looks in her files. "She looks to see which customers are using the products. Then she looks to see how the products are used.G. Mary keeps files of information about products and customers. Files are groups of documents set up to make it easy to find any document or record which is needed. In her files, Mary has printed sheets about her company"s products. These printed sheets about the things the company makes are called product literature. Product literature tells about the things the company makes. The literature also tells what the products do. The idea is to show how products help customers who use them.H. Mary has a list of all the company"s customers. When she receives copies of orders, Mary checks them to see if there are any new customers. Mary also checks to see if any old customers are buying product that has not been made before. Mary checks orders to see which customers buy it. Any time customers buy products they have not used before, Mary calls to see if she can help. Mary asks if the customer needs information. She also asks how the customer is using the product. Mary puts information in her files on how customers use her company"s products.Order: B is the first paragraph, A is the fourth and E is the last.

答案：正确答案：H

问答题

The following paragraphs are given in a wrong order, you are required to reorganize these paragraphs into a coherent article by choosing from the list A—H. The first, fourth and the last paragraphs have been placed for you.A. "Customers don"t buy products", Mary says. "They buy results". Mary explains that it is her job to help customers get results. Results are what the products do for the customers. Customers buy products for what the products do.B. Mary enjoys her job. Her job is customer service. She helps customers use her company"s products. When people ask her what she does, Mary says. "Salespeople sell our products. My job is to make sure they stay sold".C. She finds someone who is doing exactly what the customer who called is interested in seeing. Mary calls customers who are already using the product. She asks if the customer who wants to see how the products are used can visit these companies. Most customers cooperate. They let other customers visit to see how products are used. They help others because they know they may need help themselves some day. They know they will be able to ask for help later if they give help to others now.D. Mary gets copies of sales orders from Steve, John, Helen, and other salespeople. When she gets the orders, Mary talks to the salespeople about the customers. It is part of Mary"s job to find out how customers are using her company"s products. Mary tells customers, "I"m in the information business. My job is to give you any information you need about our products and how they"re used".E. Mary makes appointments for her company"s customers to visit each other. Mary"s company is very happy to have cust6mers compare how they use its products. The company feels that this is how customers help sell its products to other customers.F. Sometimes Mary helps customers to help each other. Customers call to ask about using her company"s products. Mary gives them product literature. She also gives them information from her files on how products can be used. Sometimes customers want to see products being used. These customers are interested in seeing exactly what is done with the products. When this happens, Mary looks in her files. "She looks to see which customers are using the products. Then she looks to see how the products are used.G. Mary keeps files of information about products and customers. Files are groups of documents set up to make it easy to find any document or record which is needed. In her files, Mary has printed sheets about her company"s products. These printed sheets about the things the company makes are called product literature. Product literature tells about the things the company makes. The literature also tells what the products do. The idea is to show how products help customers who use them.H. Mary has a list of all the company"s customers. When she receives copies of orders, Mary checks them to see if there are any new customers. Mary also checks to see if any old customers are buying product that has not been made before. Mary checks orders to see which customers buy it. Any time customers buy products they have not used before, Mary calls to see if she can help. Mary asks if the customer needs information. She also asks how the customer is using the product. Mary puts information in her files on how customers use her company"s products.Order: B is the first paragraph, A is the fourth and E is the last.

答案：正确答案：F

问答题

The following paragraphs are given in a wrong order, you are required to reorganize these paragraphs into a coherent article by choosing from the list A—H. The first, fourth and the last paragraphs have been placed for you.A. "Customers don"t buy products", Mary says. "They buy results". Mary explains that it is her job to help customers get results. Results are what the products do for the customers. Customers buy products for what the products do.B. Mary enjoys her job. Her job is customer service. She helps customers use her company"s products. When people ask her what she does, Mary says. "Salespeople sell our products. My job is to make sure they stay sold".C. She finds someone who is doing exactly what the customer who called is interested in seeing. Mary calls customers who are already using the product. She asks if the customer who wants to see how the products are used can visit these companies. Most customers cooperate. They let other customers visit to see how products are used. They help others because they know they may need help themselves some day. They know they will be able to ask for help later if they give help to others now.D. Mary gets copies of sales orders from Steve, John, Helen, and other salespeople. When she gets the orders, Mary talks to the salespeople about the customers. It is part of Mary"s job to find out how customers are using her company"s products. Mary tells customers, "I"m in the information business. My job is to give you any information you need about our products and how they"re used".E. Mary makes appointments for her company"s customers to visit each other. Mary"s company is very happy to have cust6mers compare how they use its products. The company feels that this is how customers help sell its products to other customers.F. Sometimes Mary helps customers to help each other. Customers call to ask about using her company"s products. Mary gives them product literature. She also gives them information from her files on how products can be used. Sometimes customers want to see products being used. These customers are interested in seeing exactly what is done with the products. When this happens, Mary looks in her files. "She looks to see which customers are using the products. Then she looks to see how the products are used.G. Mary keeps files of information about products and customers. Files are groups of documents set up to make it easy to find any document or record which is needed. In her files, Mary has printed sheets about her company"s products. These printed sheets about the things the company makes are called product literature. Product literature tells about the things the company makes. The literature also tells what the products do. The idea is to show how products help customers who use them.H. Mary has a list of all the company"s customers. When she receives copies of orders, Mary checks them to see if there are any new customers. Mary also checks to see if any old customers are buying product that has not been made before. Mary checks orders to see which customers buy it. Any time customers buy products they have not used before, Mary calls to see if she can help. Mary asks if the customer needs information. She also asks how the customer is using the product. Mary puts information in her files on how customers use her company"s products.Order: B is the first paragraph, A is the fourth and E is the last.

答案：正确答案：C

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