What was the monkey doing when Mr Smith was putting his eye to the keyhole______?

A.It's a monkey

B.Sure

A.gorilla

B.Chimpanzees

C.monkey

D.orangutan

crossed the road to see what was happening. He found that the center ofattraction was an old man with a performing monkey. The monkey' s tricks, hesoon discovered, were in no way remarkable so, after throwing a few pennies inthe dirty hat which the man had placed on the pavement, Robert began to moveoff, along with other members of the crowd.Atthis point the man suddenly let out a loud cry. Everyone turned to see what hadhappened. The man was bending over his monkey, which now lay quite still on thepavement. He picked up the apparently lifeless body and, bolding it close tohim, began to weep. A young man stepped forward from the crowd and, taking somemoney from his pocket, dropped it into the hat. Robert and several other peopledid likewise, until the pennies in the hat were covered with silver coins.Meanwhile, the man continued to hold the dead monkey in his arms and seemed totake no notice of what was going on about him. Afew month latter, Robert came across the old man again in another part of thecity. The man had a monkey, bought no doubt with the money which the crowd hadgiven him. It did not, however, seem any better at its tricks than the previousone. Robert was pleased to see that the old man was still able to earn aliving, though on this occasion, having partly paid for the monkey out of hisown pocket, he did not feel inclined to throw any money into the hat. Butthe performance was not yet over! Once again the old man let out a loud cry.Once again the monkey lay still on the pavement. The manpicked up the "dead" monkey and clutching it in his arms began to weep. The same young steppedforward and threw some money into the hat.Again the crowd followed suit一except for Robert. Smiling tohimself, he went on his way, amazed at the man' s audacity.

41. Which of the following is TRUE？

A. The young man was also apasser-by.

B. The old man always entertainedthe people at the same place.

C. The old man let out a loud crybecause he was really sorry to have lost his monkey.

D. Robert did not throw any moneyinto the hat the second time he met the old man .

42. Robert smiled to himself because he().

A. was satisfied with theperformance

B. realized what had happened atlast

C. was amused by the death of thesecond monkey

D. was glad that the second monkeyperformance as well as the first one

43. The word "likewise" (in the secondparagraph) is closest in meaning to ()？

A. like to be wise

B. in the wise way

C. in the sameway

D. in a lovely way

44. What does "followed suit" (in the lastparagraph) mean？

A. followed the example

B. followed the old man

C. followed the writer

D. came afterwards

21. According to the passage , all monkey troops are equal.

22. People have long been interested in animal behavior.

23. The last sentence of Para. I means that they are only regarded as evidence for the remarkable variety of nature.

24. The second paragraph mainly tells about the superficial aspects of social behavior.

25. The third paragraph mainly tells about what affects the formation of one' s behavior. towards one' s fellows.

26. More and more scientists participating in the study of sociobiology arc convinced that human behavior. arises almost entirely from unique intellectual and emotional capacities.

27. Some scientists believe sociobiology would affect their theories and practices.

28. Sociobiology mainly studies modem human society.

29. Scientists believe that animals have similar behavioral patterns.

30. Darwinian theory plays a key role in the study of animal behavior.according to the passage.

le oversimplified. No child imitates every action he sees. Sometimes, the example the parent wants him to follow is ignored while he takes over contrary patterns from some other example. Therefore we must turn to a mom subtle theory than "Monkey see, monkey do".

Look at it from the child's point of view. Here he is in a new situation, lacking a ready response. He is seeking a response which will gain certain ends. If he lacks a ready response for the situation, and cannot reason out what to do, he observes a model who seems able to get the right result. The child looks for an authority or expert who can show what to do.

There is a second element at work in this situation. The child may be able to attain his immediate goal only to find that his method brings criticism from people who observe him. When shouting across the house achieves his immediate end of delivering a message, he is told emphatically that such a racket is unpleasant, that he should walk into the next room and say his say quietly. Thus, the desire to solve any objective situation is overlaid with the desire to solve it properly. One of the early things the child learns is that he gets more affection and approval when his parents like his response. Then other adults reward some actions and criticize others. If one is to maintain the support of others and his own self-respect, he must adopt responses his social group approves.

In finding trial responses, the learner does not choose models at random. He imitates the person who seems a good person to be like, rather than a person whose social status he wishes to avoid. If the pupil wants to be a good violinist, he will observe and try to copy the techniques of capable players; while some other person may most influence his approach to books.

Admiration of one quality often leads us to admire a person as a whole, and he becomes an identifying figure. We use some people as models over a wide range of situations, imitating much that they do. We learn that they are dependable and rewarding models because imitating them leads to success.

The statement that children learn by imitation is incomplete because______.

A．they only imitate authorities and experts

B．they are not willing to copy their parents

C．the process of identification has been ignored

D．the nature of their imitation as a form. of behavior. has been neglected

le is a bit oversimplified. No child imitates every action he sees. Sometimes, the example the parent wants him to follow is ignored while he takes over contrary patterns from some other ' example. Therefore we must turn to a more subtle theory than "Monkey see, monkey do".

Look at it from the child's point of view. Here he is in a new situation, lacking a ready response. He is seeking a response which will gain certain ends. If he lacks a ready response for the situation, and cannot reason out what to do, he observes a model who seems able to get the right result. The child looks for an authority or expert who can show what to do.

There is a second element at work in this situation. The child may be able to attain his immediate goal only to find that his method brings criticism from people who observe him. When shouting across the house achieves his immediate end of delivering a message, he is told emphatically that such a racket is unpleasant, that he should walk into the next room and say his say quietly. Thus, the desire to solve any objective situation is overlaid with the desire to solve it properly. One of the early things the child learns is that he gets more affection and approval when his parents like his response. Then other adults reward some actions and criticize others. If one is to maintain the support of others and his own self-respect, he must adopt responses his social group approves.

In finding trial responses, the learner does not choose models at random. He imitates the person who seems a good person to be like, rather than a person whose social status he wished to avoid. If the pupil wants to be a good violinist, he will observe and try to copy the techniques of capable players; while some other person may most influence his approach to books.

Admiration of one quality often leads us to admire a person as a whole, and he becomes an identifying figure. We use some people as models over a wide range of situations, imitating much that they do. We learn that they are dependable and rewarding models because imitating them leads to success.

The statement that children learn by imitation is incomplete because ______.

A．they only imitate authorities and experts

B．they are not willing to copy their parents

C．the process of identification has been ignored

D．the nature of their imitation as a form. of behavior. has been neglected

lleague has been given a bigger one. Indeed, if he has a reputation for slacking, you might even be outraged. Such behaviour is regarded as "all too human", with the underlying assumption that other animals would not be capable of this finely developed sense of grievance. But a study by Sarah Brosnan and Frans de Waal of Emory University in Atlanta, Georgia, which has just been published in Nature, suggests that it all too monkey, as well

The researchers studied the behaviour of female brown capuchin monkeys. They look cute. They are good-natured, co-operative creatures, and they share their food tardily. Above all, like their female human counterparts, they tend to pay much closer attention to the value of "goods and services" than males. Such characteristics make them perfect candidates for Dr. Brosnan's and Dr. Dewaal's study. The researchers spent two years teaching their monkeys to exchange tokens for food. Normally, the monkeys were happy enough to exchange pieces of rock for slices of eucumber. However, when two monkeys were placed in sepa rate but adjoining chambers, so that each could observe what the other was getting in return for its rock, their became markedly different.

In the world of capuchins grapes are luxury goods (and much preferable to cucumbers). So when one monkey was handed a grape in exchange for her token, the second was reluctant to hand hers over for a mere piece of cucumber. And if one received a grape without having to provide her token in exchange at all, the other either tossed her own token at the researcher or out of the chamber, or refused to; accept the slice of cu cumber indeed, the mere presence of a grape in the other chamber (without an actual monkey to eat it) was enough to reduce resentment in a female capuchin.

The researches suggest that capuchin monkeys, like humans, are guided by social emotions. In the wild, they are a co-operative, groupliving species. Such co-operation is likely to be stable only when each animal feels it is not being cheated. Feelings of righteous indignation, it seems, are not the preserve of people alone. Refusing a lesser reward completely makes these feelings abundantly clear to other members of the group. However, whether such a sense of fairness evolved independently in capuchins and humans, or whether it stems form. the common ancestor that the species had 35 million years ago, is, as yet, an unanswered question.

In the opening paragraph, the author introduces his topic by______

A．posing a contrast.

B．justifying an assumption.

C．making a comparison.

D．explaining a phenomenon.

Part A

Directions:

Read the following four texts. Answer the questions below each text by choosing [A], [B], [C] or D. Mark your answers on ANSWER SHEET 1 (40 points)

Text 1

Everybody loves a fat pay rise. Yet pleasure at your own can vanish if you learn that a colleague has been given a bigger one. Indeed, if he has a reputation for slacking, you might even be outraged. Such behaviour is regarded as “all too human,” with the underlying assumption that other animals would not be capable of this finely developed sense of grievance. But a study by Sarah Brosnan and Frans de Waal of Emory University in Atlanta, Georgia, which has just been published in Nature, suggests that it all too monkey, as well.

The researchers studied the behaviour of female brown capuchin monkeys. They look cute. They are good-natured, cooperative creatures, and they share their food tardily. Above all, like their female human counterparts, they tend to pay much closer attention to the value of “goods and services” than males. Such characteristics make them perfect candidates for Dr. Brosnan’s and Dr. de waal’s study. The researchers spent two years teaching their monkeys to exchange tokens for food. Normally, the monkeys were happy enough to exchange pieces of rock for slices of cucumber. However, when two monkeys were placed in separate but adjoining chambers, so that each could observe what the other was getting in return for its rock, their behaviour became markedly different.

In the world of capuchins grapes are luxury goods (and much preferable to cucumbers). So when one monkey was handed a grape in exchange for her token, the second was reluctant to hand hers over for a mere piece of cucumber. And if one received a grape without having to provide her token in exchange at all, the other either tossed her own token at the researcher or out of the chamber, or refused to accept the slice of cucumber. Indeed, the mere presence of a grape in the other chamber (without an actual monkey to eat it) was enough to reduce resentment in a female capuchin.

The researches suggest that capuchin monkeys, like humans, are guided by social emotions. In the wild, they are a cooperative, group living species. Such cooperation is likely to be stable only when each animal feels it is not being cheated. Feelings of righteous indignation, it seems, are not the preserve of people alone. Refusing a lesser reward completely makes these feelings abundantly clear to other members of the group. However, whether such a sense of fairness evolved independently in capuchins and humans, or whether it stems from the common ancestor that the species had 35 million years ago, is, as yet, an unanswered question.

21. In the opening paragraph, the author introduces his topic by ________.

[A] posing a contrast

[B] justifying an assumption

[C] making a comparison

[D] explaining a phenomenon

A.Monkey Image

B.Monkey

C.Monkey Runner

D.Monkey Device

A.Monkey Image

B.Monkey Device

C.Monkey

D.Monkey Runner