53. It can be inferred that when the baby monkey feels secure,____.
(A)it frequently rushes back for a deep embrace when exploring the toys
(B)it spend more time time screaming to get rewards
(C)it is less attracted to the toys though they are interesting
(D)it cares less about whether its mother is still around

49. What is the main purpose of the selection? (A) To give advice on how to stay healthy. (B) To provide information about our body. (C) To challenge new findings in medical research. (D) To report the latest discoveries in medical science.

50.The baby monkey is much more developed at brith than the human baby. Almost from the moment it is born,the baby monkey can move around and hold tightly to its mother. During the first few days of its life the baby will approach and hold onto almost any large,warm, and soft object in its environment , particularly if that object also gives it milk. After a week or so , however, the baby monkey begins to avoid newcomers and focuses its attentions on “mother”-----the real mother or the mother-substitute(母亲代替物). During the first two weeks of its life warmth is perhaps the most important psychological(心理的)thing that a monkey mother has to give to its baby. The Harlows, a couple who are both psychologists, discovered this fact by offering baby monkeys a choice fo two types of mother-substitutes ----one covered with cloth and one make of bare wire. IF the two artificial mothers were both the same temperature, the little monkeys always preferred the cloth mother. However, if the wire model was heated, while the cloth model was cool, for the first two weeks after brith the baby monkeys picked the warm wire mother-substitutes as their favorites. Thereafter they switched and spent most of their time on the more comfortable cloth mother. Why is cloth preferable to bare wire? Sometime that the Harlows called contact(接触)comfort seems to be the answer, and a most powerful influence it is. Baby monkeys spend much of their time rubbing against their mothers’ skins, putting themselves in as close contact with the parent as they can. Whenever the young animal is frightened, disturbed, or annoyed, it typically rushes to its mother and rubs itself against her body. Wire does n’t “rub”as well as does soft cloth. Prolonged(长时间)”contact comfort” with a cloth mother appears to give the babies confidence and is much more rewarding to them than is either warmth or milk. According to the Harlows, the basic quality of a baby’s love for its mother os trust. If the baby is put into an unfamiliar playroom without its mother, the baby ignores the toys no matter how interesting they might be. It screams in terror and curls up into a furry little ball. If its cloth mother is now introduced into the playroom, the baby rushes to it and holds onto it for dear life. After a few minutes of contact comfort, it obviously begins to feel more secure. It then climbs down from the mother-substitute and begins to explore the toys, but often rushes back for a deep embrace (拥抱) as if to make sure that its mother is still there and that all is well. Bit by bit its fears of the new environment are gone and it spends more and more time playing with the toys and less and less time holding onto its”mother”. Psychologically, what does the baby monkey desire most during the first two weeks of its life? (A)Warmth (B)Milk (C)contact (D)trust

51. After the first two weeks of their life,baby monkeys prefer the cloth mother to the wire mother because the former is_______. (A) larger in size (B)closer to them (C)less frightening and less disturbing (D)more comfortable to rub against

52. What does the baby monkey probably gain from prolonged”contact comfort”? (A)Attention. (B)Softness (C)confidence (D)interest .

54.The main purpose of the passage is to______. (A)give the reasons for the experiment (B)present the findings of the experiment. (C)introduce the method of the experiment (D)describe the process of the experiment

55. In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I took what I could get ---- a teaching job at what I considered a distant wild area ; western New Jersey. My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen---- teaching English. School started, but I felt more and more as if I were in a foreign country. Was this rural area really New Jersey? My studies took a week off when hunting season began. I was told they were also frequently absent in late October to help their fathers make hay on the farms. I was a young woman from New York City, who thought that”Make hay while the sun shines”just meant to have a good time. But, still, I was teaching English. I worked hard, taking time off only to eat and sleep. And then there was my sixth-grade class ------seventeen boys and five girls who were only six years younger than me. I had a problem long before I know it. I was struggling in my work as a young idealistic teacher . I wanted to make literature come alive and to promote a love of the written word. The students wanted to throw spitballs and whisper dirty words in the back of the room In college I had been taught that a successful educator should ignore bad behavior . So I did, confident that, as the textbook had said, the bad behavior would disappear as I gave my students positive attention. It sounds reasonable, but the text evidently ignored the fact that humans, particularly teenagers, rarely seem reasonable/ By the time my boss, who was also my taskmaster ,known to be the strictest, most demanding, most quick to fire inexperienced teachers, came into the classroom to observe me, the students exhibited very little good behavior to praise. My boss sat in the back of the room. The boys in the class were making animal noises, hitting each other while the girls their nails or read magazines. I just pretended it all was n’t happening, and went on lecturing and tried to ask some inspiring questions. My boss, sitting in the back of the room, seemed to be growing bigger and bigger. After twenty minutes he left, silently. Visions of unemployment marches before my eyes. I felt mildly victorious that I got through the rest of class without crying, but at my next free period I had to face him. I wondered if he would let me finish out the day. I walked to his office, took a deep breath, and opened the door. He was gitting in his chair, and he looked at me long and hard. I said nothing. All I could think of was that I was not an English teacher; I had been lying to myself, pretending that everything was fine. When he spoke, he said simply, without accusation,”You had nothing to say to them.” “You had nothing to say to them.”he repeated,”No wonder they’re bored. Why not get to the meat of the literature and stop talking about symbolism.”Talk with them, not at them. And more important, why do you ignore their bad behavior?’”We talked. He named my problems and offered solutions. We role played. He was the bad student, and I was the forceful, yet ,warm,teacher/ As the year progressed, we spent many hours discussing literature and ideas about human being. And their attentions ,he helped me identify my weakness and my strengths. In short, he made a teacher of me by teaching me the reality of Emerson’s words;”The secret to education lies in respecting the pupil.” Fifteen years later I still drive that same winding road to the same school. Thanks to the help I received that difficult first year, the school is my home now. It can be inferred from the story that in 1974_______. (A) The writer became an optimistic person (B) The writer was very happy about her new job (C) It was rather difficult to get a job in the USA (D) It was easy to get a teaching job in New Jersey

56. According to the passage, which of the following is most probably the writher’s problem as a new teacher? (A) She had blind trust in what she learnt at college. (B) She did n’t ask experienced teachers for advice. (C) She took too much time off to eat and sleep. (D) She did n’t like teaching English literature

57.What is the writer’s biggest worry after her taskmaster’s observation of her class? (A)She might lose her teaching job. (B)She might lose her students’ respect (C)She could n’t teach the same class any more . (D)She could n’t ignore her students’ bad behavior any more

58.Which of the following gives the writher a sense of mild victory? (A)Her talk about symbolism sounded convincing (B)Her students behaved a little better than usual. (C)She managed to finish the class without crying. (D)She was invited for a talk by her boss after class.

59.The students behaved badly in the writer’s classed because_____. (A) they were eager to embarrass her (B) she did n’t really understand them (C) they did n’t regard her as a good teacher (D) she did n’t have a good command of English