when it comes to life outcomes. \not predict later functioning,” Bonanno said. \a negative response.” In other words, living through adversity doesn't guarantee that you'll suffer going forward.

The good news is that positive perception can be taught. \can make ourselves more or less easily hurt by how we think about things,\Bonanno said. In research at Columbia, the neuroscientist Kevin Ochsner has shown that teaching people to think of adversity in different ways--to reframe it in positive terms when the initial response is negative, or in a less emotional way when the initial response is emotionally “hot”---changes how they experience and react to the adversity. 43. According to the passage, resilience is an individual's ability________. A. to think critically B. to decide one’s own fate C. to live a better life D. to recover from adversity 44. What does the underlined word “they” in Paragraph 3 refer to? A. The psychologists B. The resilient children C. Positive elements D. Internal locus of control 45. According to Paragraph 4, we can learn that____________. A. your positive perception may turn adversity around

B. stressful events are more predictive than delightful events C. experiencing adversity predicts that you will go on suffering D. a negative response doesn't guarantee you will suffer all the time 46. What is the author's purpose of writing this passage? A. To teach people how to be resilient

B. To encourage people to live through adversity

C. To indicate people’s perception varies from each other D. To compare different research findings about resilience D

Science is finaly beginning to embrace animals who were, for a long time, considered second-class citizens.

As Annie Potts of Canterbury University has noted, chickens distinguish among

one hundred chicken faces and recognize familiar individuals even after months of separation. When given problems to solve, they reason: hens trained to pick colored buttons sometimes choose to give up an immediate food reward for a slightly later (and better) one. Healthy hens may aid friends, and mourn when those friend die.

Pigs respond meaningful to human symbols. When a research team led by Candace Croney at Penn State University carried wooden blocks marked with X and O symbols around pigs, only the O carriers offered food to the animals. The pigs soon ignored the X carriers in favor of the O's. Then the team switched from real-life objects to T-shirts printed with X or O symbols. Still, the pigs walked only toward the O-shirted people: they had transferred their knowledge to a two-dimensional format, a not inconsiderable feat of reasoning.

I’ve been guilty of prejudiced expectations, myself. At the start of my career almost four decades ago, I was firmly convinced that monkeys and apes out-think and out-feel other animals. They're other primates(灵长目动物), after all, animals from our own mammalian(哺乳动物的) class. Fairly soon, I came to see that along with our closest living relatives, whales too are masters of cultural learning, and elephants express profound joy and mourning with their social companions. Long-term studies in the wild on these mammals helped to fuel a viewpoint shift in our society: the public no longer so easily accepts monkeys made to undergo painful procedure kin laboratories, elephants forced to perform in circuses, and dolphins kept in small tanks at theme parks.

Over time, though, as I began to broaden out even further and explore the inner lives of fish, chickens, pigs, goats, and cows, I started to wonder: Will the new science of \伦理的) revolution in terms of who we eat? In other words, will our ethics start to catch up with the development of our science?

Animal activists are already there, of course, committed to not eating these animals. But what about the rest of us? Can paying attention to the thinking and feeling of these animals lead us to make changes in who we eat?

47. According to Annie Potts, hens have the ability of_____________. A. interaction B. analysis C. creation D. abstraction 48. The research into pigs shows that pigs___________. A. learn letters quickly B. have a good eyesight

C. can build up a good relationship D. can apply knowledge to new situations 49. Paragraph 4 is mainly about________.

A. the similarities between mammals and humans B. the necessity of long-term studies on mammals C. a change in people's attitudes towards animals D. a discovery of how animals express themselves 50. What might be the best title for the passage? A. The Inner Lives of Food Animals B. The Lifestyles of Food Animals C. Science Reports on Food Animals D. A Revolution in Food Animals 第二节（共5小题；每小题2分，共10分）

根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。

Sleep and Teens--Biology and Behavior

How much sleep do teens need? And how much sleep are they realistically getting? Based on current data, most teens need about 9-plus hours to have the best or most suitable sleep night. 51

Many factors combine to decrease sleep in adolescents. We can think in general of two major factors: biological, the brain processes that regulate the amount and timing of sleep, and behavior, all the psychological, parental, societal, cultural features of teen’s life.

__52 These changes lay the ground work for the biological night to occur later during the teen years than before. Circadian Rhythms (daily biological clock)

seems to slow down as young people progress through the middle school years. At the same time, the sleep pressure system appears to change in a way that makes it easier to stay awake longer, though without changing the amount of sleep that is needed.

Moreover, many teens have a \television, computer with 24/7 Internet access, telephones, electronic game stations, MP3 players, and so forth. These technologies provide instant and constant contact with peers. Societal and media pressure to consume these technologies is now higher than ever. Yet society also requires that teens go to school at a time of day that is at odds with their biological and social lives. So we see teens turn to caffeine, late-night Internet and cramming in activity after activity as a means to keep awake. _____53 .

Problems emerge for lack of sleep. 54 For some, grades begin to suffer as they struggle to keep awake during class and while doing homework. And others may simply feel moody, never knowing how to feel or do their best. Worse still, many teens suffer from both physical and mental illness.

___55 The earlier teens can start this good sleep habit, the easier it will be for them to stay healthy, happy and smart.

A. Sleep experts recommend teens keep consistent sleep and wake schedule B. Teens may schedule sleep like any other daily activity and make sleep a priority C. Then they are trapped into a terrible situation where they would never get enough sleep

D. The sleep-wake bio-regulatory factors appear to change significantly during adolescence

E. Some teenagers struggle to wake up in the morning, often resulting in late or missed school

F. Teens may be driven to things that can wake them up because they'll fall asleep if they do not

G. However, it is indicated that most teens fall short of this goal, many by a considerable amount.