Does a bee know what is going on in its mid when it navigates its way to distant food sources and back to the hive, using polarized sunlight and the tiny magnet it carries as a navigational aids? or is the bee just a machine, unable to do its mathematics and dance its language in any order way? To use Donald Griffin’s term, does a bee have “awareness”, or to use a phrase I like better, can a bee think or imagine?
There is an experiment for this, or at least an observation, made long ago by Karl Von Fisch and more recently confirmed by James Gould princeton. Biologists who wish to study such things as bee navigation, language, and behavior in general have to train their bees to fly from the hive one or another special place. To do this, they begin by placing a sugar very close to the hive so that the bees (considered by their trainers to be very dumb beasts) can learn what the game is about. Then, at regular internal, the dish or whatever is moved progressively farther and farther from the hive, in increments of about 25 percent at each move. Eventually, the largest is being moved 100 feet or more at a jump, very far away from the hive. Sooner or later, while this process is going on, the next position had been planned. This is an uncomfortable observation to make.
1. The best title for the passage is ___.
A. Teaching the Bees to Navigate.
B. Testing the Awareness of Bees
C. Navigational Techniques of Bees.
D. Behaviorists versus Biologists: A Zoological Debate.
2. The word “awareness” appears in paragraph 1 in quotation marks in order to___.
A. how the author’ preference for the term.
B. indicate that it is being used humorously.
C. acknowledge Donald Griffin’s previous use of the term.
D. point out that it was used differently earlier in the passage.
3. According to the author, sugar was used in the study____.
A. to reward the bees for performing the experiment correctly.
B. to retain the bees to travel to a particular place.
C. To ensure that the bees knew where the hive was.
D. To ensure that the bees would obey the orders.
4. The result of the experiment explained in the passage seems to indicate that____.
A. research using bees is too dangerous to be conducted successfully.
B. bees are unable to navigate beyond 100 feet their hive.
C. scientist can teach bees to navigate.
D. bees are able to perform limited reasoning tasks.
解析：
1.B
答案的信息我們可以從第一段中的問句中獲取，而且可以在第二段的開頭得到確認wish to study such things as bee navigation, language, and behavior in general，就是要研究蜜蜂的飛行，語言和行為，看蜜蜂是否是有意識的。
2.D
這不是作者喜歡的名詞，也沒有幽默的用法，前面也沒有提到過該詞。
3.C
在蜂巢附近放糖是為了使蜜蜂找到巢，然后測試他們的意識。
4.A
我們可以找到推斷的線索，This is an uncomfortable observation to make.
Translation:
1.In the mid-fifties, we demanded that our schools create a harmony among races that existed nowhere else in American life.
2. In the mid-sixties, when our young were engaged in a rebellion that seemed to threaten virtually every ideal we embraced as a nation, we insisted that the school restore social order and preserve the status quo. In the mid- seventies, we instructed our schools to go one step further.
3. Clearly, this prolonged and ill-advised effort to make the educational system the principle tool for social reform has contributed to such problems as the sharply increased incidents of functional illiteracy.
4. We are insisting both that the schools improve the way they teach English, so that language is removed as a barrier to learning and that they increase the number of courses taught in students’ native tongues, so that the pace of learning begun in their homelands continues uninterrupted.
5. once we stop asking the schools to do too much they can get on with solving the more problem of performing their basic task-that of education-more effectively.
1. 50年代中期，我們曾要求學校創(chuàng)造一種種族和諧的氣氛，那是在美國的生活中還沒有這種氣氛。
2.60年代中期，當我們的年輕一代 參與了一場造反運動而這場造反運動似乎會危及到我們作為一個國家所信奉的全部理想時，我們又堅持要學?；謴蜕鐣刃虿⒈３脂F(xiàn)狀。
3.很明顯，為把教育制度變成社會變革的主要手段而進行的曠日持久的，不明智的努力已經(jīng)引發(fā)了諸如半文盲的激增等一系列的問題。
4.我們不但主張各學校改進英語教學的方法以使語言不再構成對學習的障礙;同時還主張增加用學生們的母語教授課程的數(shù)目，以使學生們在他們的祖國開始的學習進度得以繼續(xù)，不被中斷。
5.一旦我們不再對學校提出過分的要求，它們就能繼續(xù)有效的解決教育--這一事關它們根本任務的敏感問題。
There is an experiment for this, or at least an observation, made long ago by Karl Von Fisch and more recently confirmed by James Gould princeton. Biologists who wish to study such things as bee navigation, language, and behavior in general have to train their bees to fly from the hive one or another special place. To do this, they begin by placing a sugar very close to the hive so that the bees (considered by their trainers to be very dumb beasts) can learn what the game is about. Then, at regular internal, the dish or whatever is moved progressively farther and farther from the hive, in increments of about 25 percent at each move. Eventually, the largest is being moved 100 feet or more at a jump, very far away from the hive. Sooner or later, while this process is going on, the next position had been planned. This is an uncomfortable observation to make.
1. The best title for the passage is ___.
A. Teaching the Bees to Navigate.
B. Testing the Awareness of Bees
C. Navigational Techniques of Bees.
D. Behaviorists versus Biologists: A Zoological Debate.
2. The word “awareness” appears in paragraph 1 in quotation marks in order to___.
A. how the author’ preference for the term.
B. indicate that it is being used humorously.
C. acknowledge Donald Griffin’s previous use of the term.
D. point out that it was used differently earlier in the passage.
3. According to the author, sugar was used in the study____.
A. to reward the bees for performing the experiment correctly.
B. to retain the bees to travel to a particular place.
C. To ensure that the bees knew where the hive was.
D. To ensure that the bees would obey the orders.
4. The result of the experiment explained in the passage seems to indicate that____.
A. research using bees is too dangerous to be conducted successfully.
B. bees are unable to navigate beyond 100 feet their hive.
C. scientist can teach bees to navigate.
D. bees are able to perform limited reasoning tasks.
解析：
1.B
答案的信息我們可以從第一段中的問句中獲取，而且可以在第二段的開頭得到確認wish to study such things as bee navigation, language, and behavior in general，就是要研究蜜蜂的飛行，語言和行為，看蜜蜂是否是有意識的。
2.D
這不是作者喜歡的名詞，也沒有幽默的用法，前面也沒有提到過該詞。
3.C
在蜂巢附近放糖是為了使蜜蜂找到巢，然后測試他們的意識。
4.A
我們可以找到推斷的線索，This is an uncomfortable observation to make.
Translation:
1.In the mid-fifties, we demanded that our schools create a harmony among races that existed nowhere else in American life.
2. In the mid-sixties, when our young were engaged in a rebellion that seemed to threaten virtually every ideal we embraced as a nation, we insisted that the school restore social order and preserve the status quo. In the mid- seventies, we instructed our schools to go one step further.
3. Clearly, this prolonged and ill-advised effort to make the educational system the principle tool for social reform has contributed to such problems as the sharply increased incidents of functional illiteracy.
4. We are insisting both that the schools improve the way they teach English, so that language is removed as a barrier to learning and that they increase the number of courses taught in students’ native tongues, so that the pace of learning begun in their homelands continues uninterrupted.
5. once we stop asking the schools to do too much they can get on with solving the more problem of performing their basic task-that of education-more effectively.
1. 50年代中期，我們曾要求學校創(chuàng)造一種種族和諧的氣氛，那是在美國的生活中還沒有這種氣氛。
2.60年代中期，當我們的年輕一代 參與了一場造反運動而這場造反運動似乎會危及到我們作為一個國家所信奉的全部理想時，我們又堅持要學?；謴蜕鐣刃虿⒈３脂F(xiàn)狀。
3.很明顯，為把教育制度變成社會變革的主要手段而進行的曠日持久的，不明智的努力已經(jīng)引發(fā)了諸如半文盲的激增等一系列的問題。
4.我們不但主張各學校改進英語教學的方法以使語言不再構成對學習的障礙;同時還主張增加用學生們的母語教授課程的數(shù)目，以使學生們在他們的祖國開始的學習進度得以繼續(xù)，不被中斷。
5.一旦我們不再對學校提出過分的要求，它們就能繼續(xù)有效的解決教育--這一事關它們根本任務的敏感問題。