Text 4
Do animals have fights This is how the question is usually put. It sounds like a useful, ground - clearing way to start. Actually, it isn’ t, because it assumes that there is an agreed account of human rights, which is something the world does not have.
On one view of rights, to be sure, it necessarily follows that animals have none. Some philosophers argue that rights exist only within a social contract, as part of an exchange of duties and entitlements. Therefore, animals cannot have rights. The idea of punishing a tiger that kills somebody is absurd, for exactly the same reason, so is the idea that tigers have fights. However, this is only one account, and by no means an uncontested one. It defiles tights not only to animals but also to some people--for instance, to infants, the mentally incapable and future generations, In addition, it is unclear what force a contract can have for people who never consented to it: how do you reply to some body who says" I don’ t like this contract"
The point is this: without agreement on the rights of people, arguing about the rights of animals is fruitless. It leads the discussion to extremes at the outset: it invites you to think that animals should be treated either with the consideration humans extend to other humans, or with no consideration at all. This is a false choice. Better to start with another, more fundamental question: is the way we treat animals a moral issue at all
Many deny it. Arguing from the view that humans are different from animals in every relevant respect, extremists of this kind think that animals lie outside the area of moral choice. Any regard for the suffering of animals is seen as a mistake--a sentimental displacement of feeling that should properly be directed to other humans.
This view, which holds that torturing a monkey is morally equivalent to chopping wood, may seem bravely "logical". In fact it is simply shallow: the confused center is right to reject it. The most elementary form of moral reasoning--the ethical equivalent of learning to crawl--is to weigh others’ interests against one’ s own. This in turn requires sympathy and imagination: without which there is no capacity for moral thought. To see an animal in pain is enough, for most, to engage sympathy. When that happens, it is not a mistake: it is man kind’ s instinct for moral reasoning in action, an instinct that should be encouraged rather than laughed at.

A:logical B:reasonable C:understandable D:immoral

It doesn't {{U}}stand to reason{{/U}} that he would lie.

A:seem logical B:look pleasant C:appear obvious D:sound important

Young Adults Who Exercise Get Higher IQ Scores 　　Young adults who are fit have a higher IQ and are more likely to go on to university, reveals a major new study carried out at the Sahlgrenska Academy and Sahlgrenska University Hospital. 　　The results were recently published in the Proceedings of the National Academy of Sciences (PNAS).The study involved 1.2 million Swedish men doing military service who were born between 1950 and 1976. The research group analyzed the results of both physical and IQ tests the youngsters took right after they started serving the army. 　　The study shows a clear link between good physical fitness and better results for the IQ test. The strongest links are for logical thinking and verbal comprehension. But it is only fitness that plays a role in the results for the IQ test,and not strength. “Being fit means that you also have good heart and lung capacity and that your brain gets plenty of oxygen ,” says Michael Nilsson, professor at the Sahlgrenska Academy and chief physician at the Sahlgrenska University Hospital. “This may be one of the reasons why we can see a clear link with fitness, but not with muscular strength . We are also seeing that there are growth factors that are important.” 　　By analyzing data for twins, the researchers have been able to determine that it is primarily environmental factors and not genes that explain the link between fitness and higher IQ. 　　“We have also shown that those youngsters who improve their physical fitness between the ages of 15 and 18 increase their cognitive performance,”says Maria Aberg, researcher at the Sahlgrenska Academy and physician at Aby health centre. “This being the case, physical education is a subject that has an important place in schools, and is an absolute must if we want to do well in maths and other theoretical subjects.” 　　The researchers have also compared the results from fitness tests during national service with the socio-economic status of the men later in life. Those who were fit at 18 were more likely to go into higher education, and many secured more qualified jobs.Which of the following is an implication of physical fitness ?

A:Brain size. B:Good logical capacity C:Clear logical thinking D:Muscular strength

One of the most important features that distinguishes reading from listening is the nature of the audience. (51) the writer often does not know who will read what he writes, he must attempt to be as clear as possible. Time can be taken to plan the piece of writing so that it is eventually organized into some sort of (52) sequence of events or ideas. When we speak, however, we normally have very little time to plan what we intend to say. (53) , we may begin speaking before we have decided what to say. Our thoughts then tumble out in anything but a logical sequence. Since we are actually (54) our audience face to face we may omit some of the information we believe our audience shares. (55) the more familiar we are with our audience, the more information we are likely to leave out. In any (56) they can always stop and ask a question or ask for clarification if we have left out too much. A reader, however, cannot do (57) but can at least attempt comprehension at his own speed ; (58) , he can stop and go backwards or forwards, (59) to a dictionary or just stop and rest. when we listen we may have to work hard to sort out the speaker’s (60) by referring backwards and forwards while the speaker continues. As the speaker struggles to organize his thoughts, he will use filler phrases to give him time to plan. (61) these fillers, he will still make mistakes and repeat what he has already said. His speech will be characterized (62) a limited range of grammatical patterns and vocabulary and the use of idioms to (63) some general meaning quickly. It should be clear, then, that the listener has to take an active part in the process by ignoring the speaker’s repetitions and mistakes, and by seeking out the main idea through recall and prediction. To keep the process going (64) he also has to inform the speaker that he has understood (65) actually interrupting.

A:lawful B:historical C:natural D:logical

It doesn’t stand to reason that he would lie.

A:seem logical B:look pleasant C:appear obvious D:sound important

It doesn't {{U}}stand to reason{{/U}} that he would lie.

A:seem logical B:look pleasant C:appear obvious D:sound important