Passage 1 ：
題目：Seed Hunting
內(nèi)容：瀕危種子
題型：填空概括題4+判斷題6+多選題2
題號(hào)：舊題
文章參考：
Seed Hunting
With quarter of the world's plants set to vanish within the next 50 years, Alexander reports on the scientists working against the clock the preserve the Earth's botanical heritage. They travel the four comers of the globe, scouring jungles，forests and savannas. But they‘re not looking for ancient artefacts，lost treasure or undiscovered tombs. Just pods. It may lack the romantic allure of archaeology, or the whiff of danger that accompanies going after big game, but seed hunting is an increasingly serious business. Some seek seeds for profit hunters in the employ of biotechnology firms，pharmaceutical companies and private corporations on the lookout for species that will yield the drugs or crops of the future. Others collect to conserve, working to halt the sad slide into extinction facing so many plant species.
Among the pioneers of this botanical treasure hunt was John Trade scant, an English royal gardener who brought back plants and seeds from his journeys abroad in the early 1600s. Later， the English botanist Sir Joseph Banks-who was the first director of the Royal Botanic Gardens at Kew and travelled with Captain James Cook on his voyages near the end of the 18th century—was so driven to expand his collections that he sent botanists around the world at his own expense.
Those heady days of exploration and discovery may be over, but they have been replaced by a pressing need to preserve our natural history for the future. This modem mission drives hunters such as Dr Michiel van Slageren，a good-natured Dutchman who often sports a wide-brimmed hat in the field一he could easily be mistaken for the cinematic hero Indiana Jones. He and three other seed hunters work at the Millennium Seed Bank，an 80 million [pounds sterling] international conservation project that aims to protect the world's most endangered wild plant species.
The group's headquarters are in a modem glass-and-concrete structure on a 200-hectare Estate at Wakehurst Place in the West Sussex countryside. Within its underground vaults are 260 million dried seeds from 122 countries, all stored at -20 Celsius to survive for centuries. Among the 5，100 species represented are virtually all of Britain's 1,400 native seed-bearing plants, the most complete such collection of any country‘s flora.
Overseen by the Royal botanic gardens, the Millennium Seed Bank is the world's largest wild-plant depository. It aims to collect 24,000 species by 2010. The reason is simple: thanks to humanity’s efforts，an estimated 25 percent of the world's plants are on the verge of extinction and may vanish within 50 years. We're currently responsible for habitat destruction on an unprecedented scale，and during the past 400 years，plant species extinction rates have been about 70 times greater than those indicated by the geological record as being ‘normal’. Experts predict that during the next 50 years a further one billion hectares of wilderness will be converted to farmland in developing countries alone.
The implications of this loss are enormous. Besides providing staple food crops，plants are a source of many machines and the principal supply of fuel and building materials in many parts of the world. They also protect soil and help regulate the climate. Yet，across the globe，plant species are being driven to extinction before their potential benefits are discovered.
The world Conservation Union has listed 5,714 threatened species is sure to be much higher. In the UK alone, 300 wild plant species are classified as endangered. The Millennium Seed Bank aims to ensure that even if a plant becomes extinct in the wild，it won‘t be lost forever. Stored seeds can be used the help restore damaged or destroyed environment or in scientific research to find new benefits for society- in medicine, agriculture or local industry- that would otherwise be
Seed banks are an insurance policy to protect the world’s plant heritage for the future, explains Dr Paul Smith，another Kew seed hunter. "Seed conservation techniques were originally developed by farmers，" he says. "Storage is the basis what we do，conserving seeds until you can use them-just as in farming." Smith says there's no reason why any plant species should become extinct，given today’s technology. But he admits that the biggest challenge is finding，naming and categorising all the world's plants. And someone has to gather these seeds before it’s too late. "There aren't a lot of people out there doing this，" he says." The key is to know the flora from a particular area, and that knowledge takes years to acquire."
There are about 1,470 seed banks scattered around the globe，with a combined total of 5.4 million samples，of which perhaps two million are distinct non-duplicates. Most preserve genetic material for agriculture use in order to ensure crop diversity; others aim to conserve wild species，although only 15 per cent of all banked plants are wild.
Many seed banks are themselves under threat due to a lack of funds. Last year, Imperial College, London，examined crop collections from 151 countries and found that while the number of plant samples had increased in two thirds of the countries，budget had been cut in a quarter and remained static in another 35 per cent. The UN's Food and Agriculture Organization and the Consultative Group on International Agricultural Research has since set up the Global Conservation Trust，which aims to raise US $260 million to protect seed banks in perpetuity.
題目參考：
Question 14-19 TRUE/FALSE/ NOT GIVEN
14. The purpose of collecting seeds now is different from the past. True
15. The millennium seed bank is the earliest seed bank. Not given
16. One of major threats for plant species extinction is farmland expansion into wildness. True
17. The approach that scientists apply to store seeds is similar to that used by farmers. True
18. Technological development is the only hope to save plant species. False
19. The works of seed conservation are often limited by financial problems. True
Question 20-24 Summary
Some people collect seeds for the purpose of protecting certain species from 20 extinction; others collect seeds for their ability to produce 21 drugs，crops. They are called seed hunters. The 22 pioneers of them included both gardeners and botanists, such as 23 Sir Joseph Banks，who financially supported collectors out of his own pocket. The seeds collected are usually stored in seed banks，one of which is the famous millennium seed bank，where seeds are all stored in the 24 underground vaults at a low temperature.
Question 25-26 Multiple choice
Which TWO of the following are provided by plants to the human? AB
A food
B fuels
C clothes
D energy
E commercial products
(順序可能有誤，僅供參考)
Passage 2 :
題目：Implication of False Belief Experiments
內(nèi)容：錯(cuò)誤信念實(shí)驗(yàn)
題型：段落信息配對(duì)題7+概括題7
參考文章：(文章為部分回憶貧選，僅供參考)
Implication of False Belief Experiments
A A considerable amount of research since the mid 1980s has been concerned with what has been termed children’s theory of mind. This involves children’s ability to understand that people can have different beliefs and representations of the world -a capacity that is shown by four years of age. Furthermore, this ability appears to be absent in children with autism. The ability to work out what another person is thinking is clearly an important aspect of both cognitive and social development. Furthermore, one important explanation for autism is that children suffering from this condition do not have a theory of mind (TOM). Consequently, the development of children’s TOM has attracted considerable attention.
B Wimmer and Pemer devised a 'false belief task5 to address this question. They used some toys to act out the following story. Maxi left some chocolate in a blue cupboard before he went out. When he was away his mother moved the chocolate to a green cupboard. Children were asked to predict where Maxi will look for his chocolate when he returns. Most children under four years gave the incorrect answer，that Maxi will look in the green cupboard. Those over four years tended to give the correct answer, that Maxi will look in the blue cupboard. The incorrect answers indicated that the younger children did not understand that Maxi’s beliefs and representations no longer matched the actual state of the world, and they failed to appreciate that Maxi will act on the basis of his beliefs rather than the way that the world is actually organised.
C A simpler version of the Maxi task was devised by Baron-Cohen to take account of criticisms that younger children may have been affected by the complexity and too much information of the story in the task described above. For example, the child is shown two dolls， Sally and Anne, who have a basket and a box，respectively. Sally also has a marble，which she places in her basket，and then leaves to take a walk. While she is out of the room，Anne takes the marble from the basket, eventually putting it in the box. Sally returns, and the child is then asked where Sally will look for the marble. The child passes the task if she answers that Sally will look in the basket，where she put the marble; the child fails the task if she answers that Sally will look in the box，where the child knows the marble is hidden，even though Sally cannot know, since she did not see it hidden there. In order to pass the task，the child must be able to understand that another’s mental representation of the situation is different from their own，and the child must be able to predict behavior based on that understanding. The results of research using false-belief tasks have been fairly consistent: most normally-developing children are unable to pass the tasks until around age four.
D Leslie argues that，before 18 months，children treat the world in a literal way and rarely demonstrate pretence. He also argues that it is necessary for the cognitive system to distinguish between what is pretend and what is real. If children were not able to do this, they would not be able to distinguish between imagination and reality. Leslie suggested that this pretend play becomes possible because of the presence of a de-coupler that copies primary representations to secondary representations. For example, children，when pretending a banana is a telephone, would make a secondary representation of a banana. They would manipulate this representation and they would use their stored knowledge of 'telephone5 to build on this pretence.
E There is also evidence that social processes play a part in the development of TOM. Meins and her colleagues have found that what they term mindmindedness in maternal speech to six-month old infants is related to both security of attachment and to TOM abilities. Mindmindedness involves speech that discusses infants5 feelings and explains their behaviour in terms of mental states (e. g. < you’re feeling hungry’).
F Lewis investigated older children living in extended families in Crete and Cyprus. They found that children who socially interact with more adults，who have more friends，and who have more older siblings tend to pass TOM tasks at a slightly earlier age than other children. Furthermore, because young children are more likely to talk about their thoughts and feelings with peers than with their mothers，peer interaction may provide a special impetus to the development of a TOM. A similar point has been made by Dunn, who argues that peer interaction is more likely to contain pretend play and that it is likely to be more challenging because other children，unlike adults，do not make large adaptations to the communicative needs of other children.
G In addition，there has been concern that some aspects of the TOM approach underestimate children's understanding of other people. After all，infants will point to objects apparently in an effort to change a person's direction of gaze and interest; they can interact quite effectively with other people; they will express their ideas in opposition to the wishes of others; and they will show empathy for the feelings of others. All this suggests that they have some level of understanding that their own thoughts are different to those in another person’s mind. Evidence to support this position comes from a variety of sources. When a card with a different picture on each side is shown to a child and an adult sitting opposite her，then three year olds understand that they see a different picture to that seen by the adult.
H Schatz studied the spontaneous speech of three-year-olds and found that these children used mental terms，and used them in circumstances where there was a contrast between, for example, not being sure where an object was located and finding it，or between pretending and reality. Thus the social abilities of children indicate that they are aware of the difference between mental states and external reality at ages younger than four.
I A different explanation has been put forward by Harris. He proposed that children use 'simulation‘. This involves putting yourself in the other person's position，and then trying to predict what the other person would do. Thus success on false belief tasks can be explained by children trying to imagine what they would do if they were a character in the stories，rather than children being able to appreciate the beliefs of other people. Such thinking about situations that do not exist involves what is termed counterfactual reasoning.
參考答案：
Questions 27-33 Matching
A Baron-Cohen
B Meins
C Wimmer and Pemer
D Lewis
E Dunn
F Schatz
G Harris
27 Giving an alternative explanation that children may not be understanding other's belief. G
28 found that children under certain age can tell difference between reality and mentality. F
29 conducted a well-known experiment and drew conclusion that young children were unable to comprehend the real state of the world. C
30 found that children who gets along with adults often comparatively got through test more easily. D
31 revised an easier experiment rule out the possibility that children might be influenced by sophisticated reasoning. A
32 Related social factor such as mother-child communication to capability act in TOM. B
33 explained children are less likely tell something interactive to their mother than to their friends. E
Questions 34-40 Summary
In 1980s，researches are designed to test the subject called 34 Theory of Mind that if children have the ability to represent the reality. First experiment was carried out on this subject on a boy. And questions had been made on where the boy can find the location of the 35 chocolate But it was accused that it had excessive 36 information. So second modified experiment was conducted involving two dolls，and most children passed the test at the age of 37 four Then Lewis and Dunn researched 38 older children in a certain place，and found children who have more
interaction such as more conversation with 39 adults actually have better performance in the test, and peer interaction is 40 challenging because of consisting pretending elements.
(答案可能有誤，僅供參考)
Passage 3 ：
題名：游客對(duì)本地的影響
題型：判斷題8+人名配對(duì)題5
題號(hào)：新題
該題證實(shí)為新題,暫無相關(guān)文章
題目：Seed Hunting
內(nèi)容：瀕危種子
題型：填空概括題4+判斷題6+多選題2
題號(hào)：舊題
文章參考：
Seed Hunting
With quarter of the world's plants set to vanish within the next 50 years, Alexander reports on the scientists working against the clock the preserve the Earth's botanical heritage. They travel the four comers of the globe, scouring jungles，forests and savannas. But they‘re not looking for ancient artefacts，lost treasure or undiscovered tombs. Just pods. It may lack the romantic allure of archaeology, or the whiff of danger that accompanies going after big game, but seed hunting is an increasingly serious business. Some seek seeds for profit hunters in the employ of biotechnology firms，pharmaceutical companies and private corporations on the lookout for species that will yield the drugs or crops of the future. Others collect to conserve, working to halt the sad slide into extinction facing so many plant species.
Among the pioneers of this botanical treasure hunt was John Trade scant, an English royal gardener who brought back plants and seeds from his journeys abroad in the early 1600s. Later， the English botanist Sir Joseph Banks-who was the first director of the Royal Botanic Gardens at Kew and travelled with Captain James Cook on his voyages near the end of the 18th century—was so driven to expand his collections that he sent botanists around the world at his own expense.
Those heady days of exploration and discovery may be over, but they have been replaced by a pressing need to preserve our natural history for the future. This modem mission drives hunters such as Dr Michiel van Slageren，a good-natured Dutchman who often sports a wide-brimmed hat in the field一he could easily be mistaken for the cinematic hero Indiana Jones. He and three other seed hunters work at the Millennium Seed Bank，an 80 million [pounds sterling] international conservation project that aims to protect the world's most endangered wild plant species.
The group's headquarters are in a modem glass-and-concrete structure on a 200-hectare Estate at Wakehurst Place in the West Sussex countryside. Within its underground vaults are 260 million dried seeds from 122 countries, all stored at -20 Celsius to survive for centuries. Among the 5，100 species represented are virtually all of Britain's 1,400 native seed-bearing plants, the most complete such collection of any country‘s flora.
Overseen by the Royal botanic gardens, the Millennium Seed Bank is the world's largest wild-plant depository. It aims to collect 24,000 species by 2010. The reason is simple: thanks to humanity’s efforts，an estimated 25 percent of the world's plants are on the verge of extinction and may vanish within 50 years. We're currently responsible for habitat destruction on an unprecedented scale，and during the past 400 years，plant species extinction rates have been about 70 times greater than those indicated by the geological record as being ‘normal’. Experts predict that during the next 50 years a further one billion hectares of wilderness will be converted to farmland in developing countries alone.
The implications of this loss are enormous. Besides providing staple food crops，plants are a source of many machines and the principal supply of fuel and building materials in many parts of the world. They also protect soil and help regulate the climate. Yet，across the globe，plant species are being driven to extinction before their potential benefits are discovered.
The world Conservation Union has listed 5,714 threatened species is sure to be much higher. In the UK alone, 300 wild plant species are classified as endangered. The Millennium Seed Bank aims to ensure that even if a plant becomes extinct in the wild，it won‘t be lost forever. Stored seeds can be used the help restore damaged or destroyed environment or in scientific research to find new benefits for society- in medicine, agriculture or local industry- that would otherwise be
Seed banks are an insurance policy to protect the world’s plant heritage for the future, explains Dr Paul Smith，another Kew seed hunter. "Seed conservation techniques were originally developed by farmers，" he says. "Storage is the basis what we do，conserving seeds until you can use them-just as in farming." Smith says there's no reason why any plant species should become extinct，given today’s technology. But he admits that the biggest challenge is finding，naming and categorising all the world's plants. And someone has to gather these seeds before it’s too late. "There aren't a lot of people out there doing this，" he says." The key is to know the flora from a particular area, and that knowledge takes years to acquire."
There are about 1,470 seed banks scattered around the globe，with a combined total of 5.4 million samples，of which perhaps two million are distinct non-duplicates. Most preserve genetic material for agriculture use in order to ensure crop diversity; others aim to conserve wild species，although only 15 per cent of all banked plants are wild.
Many seed banks are themselves under threat due to a lack of funds. Last year, Imperial College, London，examined crop collections from 151 countries and found that while the number of plant samples had increased in two thirds of the countries，budget had been cut in a quarter and remained static in another 35 per cent. The UN's Food and Agriculture Organization and the Consultative Group on International Agricultural Research has since set up the Global Conservation Trust，which aims to raise US $260 million to protect seed banks in perpetuity.
題目參考：
Question 14-19 TRUE/FALSE/ NOT GIVEN
14. The purpose of collecting seeds now is different from the past. True
15. The millennium seed bank is the earliest seed bank. Not given
16. One of major threats for plant species extinction is farmland expansion into wildness. True
17. The approach that scientists apply to store seeds is similar to that used by farmers. True
18. Technological development is the only hope to save plant species. False
19. The works of seed conservation are often limited by financial problems. True
Question 20-24 Summary
Some people collect seeds for the purpose of protecting certain species from 20 extinction; others collect seeds for their ability to produce 21 drugs，crops. They are called seed hunters. The 22 pioneers of them included both gardeners and botanists, such as 23 Sir Joseph Banks，who financially supported collectors out of his own pocket. The seeds collected are usually stored in seed banks，one of which is the famous millennium seed bank，where seeds are all stored in the 24 underground vaults at a low temperature.
Question 25-26 Multiple choice
Which TWO of the following are provided by plants to the human? AB
A food
B fuels
C clothes
D energy
E commercial products
(順序可能有誤，僅供參考)
Passage 2 :
題目：Implication of False Belief Experiments
內(nèi)容：錯(cuò)誤信念實(shí)驗(yàn)
題型：段落信息配對(duì)題7+概括題7
參考文章：(文章為部分回憶貧選，僅供參考)
Implication of False Belief Experiments
A A considerable amount of research since the mid 1980s has been concerned with what has been termed children’s theory of mind. This involves children’s ability to understand that people can have different beliefs and representations of the world -a capacity that is shown by four years of age. Furthermore, this ability appears to be absent in children with autism. The ability to work out what another person is thinking is clearly an important aspect of both cognitive and social development. Furthermore, one important explanation for autism is that children suffering from this condition do not have a theory of mind (TOM). Consequently, the development of children’s TOM has attracted considerable attention.
B Wimmer and Pemer devised a 'false belief task5 to address this question. They used some toys to act out the following story. Maxi left some chocolate in a blue cupboard before he went out. When he was away his mother moved the chocolate to a green cupboard. Children were asked to predict where Maxi will look for his chocolate when he returns. Most children under four years gave the incorrect answer，that Maxi will look in the green cupboard. Those over four years tended to give the correct answer, that Maxi will look in the blue cupboard. The incorrect answers indicated that the younger children did not understand that Maxi’s beliefs and representations no longer matched the actual state of the world, and they failed to appreciate that Maxi will act on the basis of his beliefs rather than the way that the world is actually organised.
C A simpler version of the Maxi task was devised by Baron-Cohen to take account of criticisms that younger children may have been affected by the complexity and too much information of the story in the task described above. For example, the child is shown two dolls， Sally and Anne, who have a basket and a box，respectively. Sally also has a marble，which she places in her basket，and then leaves to take a walk. While she is out of the room，Anne takes the marble from the basket, eventually putting it in the box. Sally returns, and the child is then asked where Sally will look for the marble. The child passes the task if she answers that Sally will look in the basket，where she put the marble; the child fails the task if she answers that Sally will look in the box，where the child knows the marble is hidden，even though Sally cannot know, since she did not see it hidden there. In order to pass the task，the child must be able to understand that another’s mental representation of the situation is different from their own，and the child must be able to predict behavior based on that understanding. The results of research using false-belief tasks have been fairly consistent: most normally-developing children are unable to pass the tasks until around age four.
D Leslie argues that，before 18 months，children treat the world in a literal way and rarely demonstrate pretence. He also argues that it is necessary for the cognitive system to distinguish between what is pretend and what is real. If children were not able to do this, they would not be able to distinguish between imagination and reality. Leslie suggested that this pretend play becomes possible because of the presence of a de-coupler that copies primary representations to secondary representations. For example, children，when pretending a banana is a telephone, would make a secondary representation of a banana. They would manipulate this representation and they would use their stored knowledge of 'telephone5 to build on this pretence.
E There is also evidence that social processes play a part in the development of TOM. Meins and her colleagues have found that what they term mindmindedness in maternal speech to six-month old infants is related to both security of attachment and to TOM abilities. Mindmindedness involves speech that discusses infants5 feelings and explains their behaviour in terms of mental states (e. g. < you’re feeling hungry’).
F Lewis investigated older children living in extended families in Crete and Cyprus. They found that children who socially interact with more adults，who have more friends，and who have more older siblings tend to pass TOM tasks at a slightly earlier age than other children. Furthermore, because young children are more likely to talk about their thoughts and feelings with peers than with their mothers，peer interaction may provide a special impetus to the development of a TOM. A similar point has been made by Dunn, who argues that peer interaction is more likely to contain pretend play and that it is likely to be more challenging because other children，unlike adults，do not make large adaptations to the communicative needs of other children.
G In addition，there has been concern that some aspects of the TOM approach underestimate children's understanding of other people. After all，infants will point to objects apparently in an effort to change a person's direction of gaze and interest; they can interact quite effectively with other people; they will express their ideas in opposition to the wishes of others; and they will show empathy for the feelings of others. All this suggests that they have some level of understanding that their own thoughts are different to those in another person’s mind. Evidence to support this position comes from a variety of sources. When a card with a different picture on each side is shown to a child and an adult sitting opposite her，then three year olds understand that they see a different picture to that seen by the adult.
H Schatz studied the spontaneous speech of three-year-olds and found that these children used mental terms，and used them in circumstances where there was a contrast between, for example, not being sure where an object was located and finding it，or between pretending and reality. Thus the social abilities of children indicate that they are aware of the difference between mental states and external reality at ages younger than four.
I A different explanation has been put forward by Harris. He proposed that children use 'simulation‘. This involves putting yourself in the other person's position，and then trying to predict what the other person would do. Thus success on false belief tasks can be explained by children trying to imagine what they would do if they were a character in the stories，rather than children being able to appreciate the beliefs of other people. Such thinking about situations that do not exist involves what is termed counterfactual reasoning.
參考答案：
Questions 27-33 Matching
A Baron-Cohen
B Meins
C Wimmer and Pemer
D Lewis
E Dunn
F Schatz
G Harris
27 Giving an alternative explanation that children may not be understanding other's belief. G
28 found that children under certain age can tell difference between reality and mentality. F
29 conducted a well-known experiment and drew conclusion that young children were unable to comprehend the real state of the world. C
30 found that children who gets along with adults often comparatively got through test more easily. D
31 revised an easier experiment rule out the possibility that children might be influenced by sophisticated reasoning. A
32 Related social factor such as mother-child communication to capability act in TOM. B
33 explained children are less likely tell something interactive to their mother than to their friends. E
Questions 34-40 Summary
In 1980s，researches are designed to test the subject called 34 Theory of Mind that if children have the ability to represent the reality. First experiment was carried out on this subject on a boy. And questions had been made on where the boy can find the location of the 35 chocolate But it was accused that it had excessive 36 information. So second modified experiment was conducted involving two dolls，and most children passed the test at the age of 37 four Then Lewis and Dunn researched 38 older children in a certain place，and found children who have more
interaction such as more conversation with 39 adults actually have better performance in the test, and peer interaction is 40 challenging because of consisting pretending elements.
(答案可能有誤，僅供參考)
Passage 3 ：
題名：游客對(duì)本地的影響
題型：判斷題8+人名配對(duì)題5
題號(hào)：新題
該題證實(shí)為新題,暫無相關(guān)文章