1 . Most of us marry creativity to our concept of self either we're "creative" or we aren't, without much of a middle ground. "I'm just not a creative person!" a frustrated student might say in art class, while another might blame her talent at painting for her difficulties in math, giving a comment such as, "I'm very right-brained."
Dr. Pillay, a tech entrepreneur and an assistant professor at Harvard University, has been challenging these ideas. He believes that the key to unlocking your creative potential is to ignore the traditional advice that urges you to "believe in yourself." In fact, you should do the opposite: Believe you are someone else.
Dr. Pillay points to a 2016 study demonstrating the impact of stereotypes on one's behavior; The authors. educational psychologists Denis Dumas and Kevin Dunbar, divided their college student subjects into three groups, instructing the members of one to think of themselves as "romantic poets" and the members of another to imagine they were "serious librarians" (the third group was the control). The researchers then presented all the participants with ten ordinary objects, including a fork, a carrot, and a pair of pants, and asked them to come up with as many different uses as possible for each one. Those who were asked to imagine themselves as romantic poets came up with the widest range of ideas, whereas those in the serious-librarian group had the fewest. Meanwhile, the researchers found only small differences in students' creativity levels across academic majors.
These results suggest that creativity is not a fixed individual characteristic but a "malleable product of context and perspective, as long as he or she feels like a creative person. Dr. Pillay argues that, besides identifying yourself as creative, taking the bold, creative step of imagining you are somebody else is even more powerful. So, wish you were more creative? Just pretend!
1. According to the passage， who is more likely to unlock his creative potential?| A．An art major who always believes in himself. |
| B．A math major who has excellent academic performance |
| C．A physics major who likes to imagine himself as a poet. |
| D．A history major who works as a librarian on weekends. |
| A．The creativity of the college students. |
| B．The stereotypes of the college students. |
| C．The impact of stereotypes on one's behavior |
| D．The influence of creativity on one's behavior. |
| A．stable | B．sustainable | C．predicable | D．changeable |
| A．there is no doubt that we are either creative or not |
| B．a student who doesn't do well in art class is not creative |
| C．right brain determines whether a person is creative or not |
| D．if we pretend to be creative， then we might be really creative |
2 . British anthropologists Russell Hill and Robert Barton of the University of Durham, after studying the results of one-on-one boxing, tae kwon do, Greco-Roman wrestling and freestyle wrestling matches at the Olympic Games, conclude that when two competitors are equally matched in fitness and skill, the athlete wearing red is more likely to win.
Hill and Barton report that when one competitor is much better than the other, colour has no effect on the result. However, when there is only a small difference between them, the effect of colour is enough to tip the balance. The anthropologists say that the number of times red wins is not simply by chance, but that these results are statistically significant.
Joanna Setchell, a primate (灵长目动物) researcher at the University of Cambridge, has found similar results in nature. She studies the large African monkeys known as mandrills. Mandrills have bright red noses that stand out against their white faces. Setchell’s work shows that the powerful males—the ones who are more successful with females—have a brighter red nose than other males.
As well as the studies on primates by Setchell, another study shows the effect of red among birds. In an experiment, scientists put red plastic rings on the legs of male zebra finches and this increased the birds’ success with female zebra finches. Zebra finches already have bright red beaks (鸟喙), so this study suggests that, as with Olympic athletes, an extra flash of red is significant. In fact, researchers from the University of Glasgow say that the birds’ brightly coloured beaks are an indicator of health. Jonathan Blount, a biologist, and his colleagues think they have found proof that bright red or orange beaks attract females because they mean that the males are healthier. Nothing in nature is simple, however, because in species such as the blue footed booby, a completely different colour seems to give the male birds the same advantage with females.
Meanwhile, what about those athletes who win in their events while wearing red? Do their clothes give them an unintentional advantage? Robert Barton accepts that “that is the implication” of their findings. Is it time for sports authorities to consider new regulations on sports clothing?
1. According to their research, Hill and Barton conclude that _____.| A．the colour of clothing has an effect on most sport events |
| B．red should be the choice of colour for clothing in sports |
| C．red plays a role when competitors are equally capable |
| D．athletes perform better when surrounded by bright red |
| A．achieve | B．seek | C．keep | D．change |
| A．male birds use different body parts to draw attention |
| B．red is not the only colour to attract female birds |
| C．blue gives female birds the same advantage |
| D．blue can indicate how healthy a bird is |
| A．What Colour Implies More Power? | B．A Tip on Clothing. |
| C．Need to Change the Rules in Sports? | D．Red Is for Winners. |
3 . What is the nature of the scientific attitude, the attitude of the man or woman who studies and applies physics, biology, chemistry, geology, engineering, medicine or any other science?
We all know that science plays an important role in our societies. However, many people believe that our progress depends on two different aspects of science. The first aspect is the application of the machines, products and systems of knowledge that scientists and technologists develop. The second is the application of the special methods of thought and action that scientists use in their work.
What are these special methods of thinking and acting? First of all, it seems that a successful scientist is curious - he wants to find out how and why the universe works. He usually pays attention to problems which he notices have no satisfying explanation, and looks for relationships even if the data available seem to be unconnected. Moreover, he thinks he can improve the existing conditions and enjoys trying to solve the problems which this involves.
He is a good observer, accurate, patient and objective and uses the facts he observes to the fullest. For example, trained observers obtain a very large amount of information about a star mainly from the accurate analysis of the simple lines that appear in a spectrum(光谱).
He does not accept statements which are not based on the most complete evidence available. He rejects authority as the only basis for truth. Scientists always check statements and make experiments carefully and objectively.
Furthermore, he does not readily accept his own idea, since he knows that man is the least reliable of scientific instruments and that a number of factors tend to disturb objective investigation.
Lastly, he is full of imagination since he often has to look for relationships in data which are not only complex but also frequently incomplete. Furthermore, he needs imagination if he wants to guess how processes work and how events take place.
These seem to be some of the ways in which a successful scientist or technologist thinks and acts.
1. Which of the following statements about a curious scientist is TRUE?| A．He doesn't find confidence and pleasure in work. |
| B．He makes efforts to investigate potential connections. |
| C．He is interested in problems that are explained. |
| D．He looks for new ways of acting. |
| A．easily appreciate others' research work |
| B．easily believe in unchecked statements |
| C．always accept authority as the only basis for truth |
| D．always use evidence from observation to the fullest |
| A．Objective and careful. | B．Curious and casual. |
| C．Cautious and arrogant. | D．Subjective and down-to-death . |
| A．Key to a successful scientist. | B．Scientists’ ways of thinking and acting |
| C．Progress in modern society. | D．Application of modern technology. |
4 . If English means endless new words, difficult grammar and sometimes strange pronunciation, you are wrong. Haven’t you noticed that you have become smarter since you started to learn a language?
According to a new study by a British university, learning a second language can lead to an increase in your brain power. Researchers found that learning other languages changes grey matter. This is the area of the brain which processes information. It is similar to the way that exercise builds muscles.
The study also found the effect is greater when the younger people learn a second language. A team led by Dr. Andrea Mechelli, from London University, took a group of Britain people who only spoke English. They were compared with a group of “early bilinguals” who had learnt a second language before the age of five, as well as a number of later learners.
Scans showed that grey matter density in the brain was greater in bilinguals than in people without a second language. But the longer a person waited before mastering a new language, the smaller the difference was.
“Our findings suggest that the structure of the brain is changed by the experience of learning a second language,” said the scientists. It means that the change itself increases the ability to learn.
Professor Dylan Vaughan Jones of the University of Wales has researched the link between bilingualism and math skill. “Having two languages gives you two windows on the world and makes the brain more flexible,” he said. “You are actually going beyond language and have a better understanding of different ideas.”
The findings were matched in a study of native Italian speakers who had learned English as a second language between the ages of 2 and 34. Reading, writing and comprehension were all tested. The results showed that the younger they started to learn, the better. “Studying a language means you get an entrance to another world,” explained the scientists.
1. The main subject talked about in this passage is .| A．science on learning a second language |
| B．man’s ability of learning a second language |
| C．language can help brain power |
| D．language learning and math study |
| A．say language is also a kind of physical labor |
| B．prove that one needs more practice when he/she is learning a language |
| C．show the importance of using the language when you learn the language |
| D．make people believe language learning helps grey matter work well |
| A．learning a second language is the same as studying math |
| B．early learning of a second language helps you a great deal in study other subjects |
| C．Italian is the best choice for you as a second language |
| D．we’d better choose the ages between 2 and 34 to learn a second language |
An island off the coast of Cape Cod is open to the public for the first time in 300 years. Sipson island
It is really important for us to be able to communicate the
The 24-acre island, which opens on Saturday ,
Now it is
6 . My journey to isolation (隔离) was somewhat accidental.
I saw an advertisement for a job as a leader for an expedition (探险) to Antarctica-and I have to
After the journey, I wrote two best-selling books and became a motivational speaker. Being in isolation meant I had to do lots of self
I often think back to
| A．admit | B．believe | C．indicate | D．realize |
| A．demanded | B．deserved | C．caught | D．needed |
| A．flood | B．couple | C．team | D．handful |
| A．awful | B．remote | C．promising | D．disturbing |
| A．experiment | B．interview | C．election | D．investigation |
| A．make for | B．prepare for | C．register for | D．go for |
| A．escape | B．departure | C．protection | D．defence |
| A．hard | B．powerful | C．private | D．terrible |
| A．service | B．repair | C．study | D．reflection |
| A．pet | B．secret | C．journal | D．promise |
| A．clearly | B．carefully | C．highly | D．badly |
| A．evaluating | B．forgiving | C．behaving | D．enjoying |
| A．where | B．why | C．when | D．how |
| A．enabled | B．permitted | C．allowed | D．inspired |
| A．improved | B．formed | C．ended | D．changed |
7 . Are you preparing for a big test? If so, you may want to play some basketball in between hitting the books. Doctors are starting to find more and more information that suggests a connection between exercise and brain development. Judy Cameron, a scientist at Oregon Health and Oregon Health and Science University, studies brain development. According to her research, it seems that exercise can make blood vessels(管), including those in the brain, stronger and more fully developed. Dr. Cameron claims this allows people who exercise to concentrate better. As she says, "While we already know that exercise is good for the heart, exercise can really cause physical changes in the brain."
The effects of exercise on brain development can even be seen in babies. Babies who do activities that require a lot of movement and physical activity show greater brain development than babies who are less physically active. With babies, even a little movement can show big results. Margaret Barnes, a pediatrician(儿科医生), believes in the importance of exercise. She thinks that many learning disabilities that children have in elementary school or high school can be traced back to a lack of movement as babies. "Babies need movement that stimulates their five senses. They need to establish a connection between motion and memory. In this way, as they get older, children will begin to associate physical activity with higher learning," says Margaret.
Older people can beef up their brains as well. Scientists from 11 universities studied a group of seniors ranging in age from seventy to seventy-nine. Their study showed a short-term memory increase of up to 40 percent after exercising just three hours a week. The exercise does not have to be very difficult, but it does have to increase the heart rate. Also, just like the motion for infants (婴儿), exercise for older people should involve some complexity. Learning some new skills or motions, such as with yoga or tai-chi, helps to open up memory paths in the brain that may not have been used for a long time.
For most people, any type of physical activity that increases the heart rate is helpful. The main goal is to increase the brain's flow of blood. And your brain can benefit from as little as three hours of exercise a week.
1. What is the best title of this passage?| A．How to exercise |
| B．How exercise helps the brain |
| C．How to get good scores on a test |
| D．How the brain can change |
| A．Exercise makes us stupid. |
| B．The brain needs special mental exercise. |
| C．The more exercise, the bigger the brain. |
| D．Physical exercise helps us think better. |
| A．three hours per week |
| B．40hours per week |
| C．three hours per day |
| D．40hours per month. |
| A．It is easy to learn. |
| B．It can be done in groups. |
| C．It does not increase the heart rate. |
| D．It includes learning new motions. |
8 . Thirty-two cases of illegal hunting or trading wild animals have been uncovered involving 33 suspects since a crackdown against illegal wildlife trade was launched on April 10.
Beijing police seized 74 wild animals grouped in China into the first-grade and second-grade state protected animals, including African grey parrots and cockatoos, as well as nearly 50 wild birds and 21 pangolin scales.
On April 16, police in the capital city’s Chaoyang district caught two suspects, who were respectively identified as Liu and Wang, for buying wild animals, and recovered more than 40 wild birds, including one cockatoo and one African grey parrot, at their homes, the statement said, adding the two suspects have been detained (拘留).
In another case, a 35-year-old man surnamed Hu was also sentenced to imprisonment in Daxing district after he was found selling wild animals through QQ, a popular instant messaging tool in the country. He was caught on April 14.
The bureau highlighted the importance of protecting the wildlife, noting Chinese laws and a new decision adopted by the nation’s top legislature (立法机关) have also shown the country’s determination against illegal trade of wild animals.
The Chinese Criminal Law clarifies that those illegally hunting, buying, selling or transporting wild animals on the state protection list, endangered animals or the wildlife-related products will face an imprisonment of more than 10 years and fines if their behaviors are identified as “extremely serious”.
On Feb 24, the Standing Committee of the National People’s Congress, the country’s top legislative body, also passed the decision that clearly states all wildlife on the protection list of the existing Wild Animal Protect Law or other laws, and all wild animals, including those artificially bred and farmed, are not permitted to be hunted or traded.
With the strict crackdown campaign against illegal trade of wild animals on the go in Beijing, the whole nation is attaching great importance to wild life protection.
1. The author mentions the cases at the very beginning of the passage to ______ .| A．explain the new laws on wildlife protection |
| B．show the present situation of wildlife extinction |
| C．highlight the problem of illegal trade of wild animals |
| D．introduce Beijing’s campaign against illegal wildlife trade |
| A．The number of wild animals is decreasing sharply. |
| B．Hunting and trading wildlife has become a nationwide concern. |
| C．Effective actions have been taken to prevent wildlife from illegal trade. |
| D．The strong action to stop trading illegal wild animals has a long way to go. |
| A．serious actions of trading wild animals will face fierce punishment |
| B．people risk heavy fines but no imprisonment for trade of wildlife |
| C．the trade of wildlife-related products will receive no punishment |
| D．those who hunt illegally may face 10 years of imprisonment |
| A．Determined. | B．Hopeful. | C．Unconcerned. | D．Doubtful. |
9 . Sea urchins (海胆) are small creatures, but what’s really remarkable about them is that they eat anything that happens to float by. They have really sharp teeth they use to rid rocks of algae (海澡), which makes them pretty valuable especially in places like Hawaii where algae are threatening the coral reefs. In the summer of 2019, 500,000 of them were used to deal with the algae.
The problem started when non-native algae were introduced to the ecosystem of Kane’ohe Bay in the 1970s. Because they had no enemies, they ended up taking over the bay, according to the National Marine Fisheries Service (NMFS). The algae blocked sunlight from reaching the coral, which in turn affected the local fish because they changed the chemistry of the water.
That's when the NMFS turned to sea urchins that loved to devour the algae. But they had to grow to the size of a cherry tomato before they could be used. Since 2011, sea urchins have been grown and used to handle the algae problem. Some of the funds are available due to an unfortunate incident.
In 2005, a ship was grounded on a shallow reef near Kane’ohe Bay. When the ship was removed, 20 acres of reefs have been damaged. When there is environmental damage, the NMFS and other agencies receive funds from the wrongdoers and the funds are used to restore the damage. Some funds were spent on other projects like the sea urchins.When they are large enough, divers carefully place them on the reef.
Algae isn’t the only thing that threatens the coral reefs. Climate change and the effects of fishing and tourism in the area also endanger the coral reefs. But turning to sea urchins instead of man-made solutions seems like the best way to go.
1. Why are sea urchins regarded as outstanding creatures?| A．They are tiny but have teeth. | B．They can keep the ocean clean. |
| C．They are useful in removing algae. | D．They grow on coral reefs with algae. |
| A．They helped the coral reefs to survive. | B．They spread to every corner of the bay. |
| C．They didn’t fit in with the new surroundings. | D．They fought against other species to get food. |
| A．Eat. | B．Block. | C．Tease. | D．Attract. |
| A．Relying on humans’ solutions. | B．Banning fishing and tourism. |
| C．Employing divers to handle algae. | D．Letting nature take care of nature. |
10 . For many parents, raising a teenager is like fighting a long war, but years go by without any clear winner. Like a border conflict between neighboring countries, the parent-teen war is about boundaries: Where is the line between what I control and what you do?
Both sides want peace, but neither feels it has any power to stop the conflict. In part, this is because neither is willing to admit any responsibility for starting it. From the parents’ point of view, the only cause of their fight is their adolescents’ complete unreasonableness. And of course, the teens see it in exactly the same way, except oppositely. Both feel trapped.
In this article, I’ll describe three no-win situations that commonly arise between teens and parents and then suggest some ways out of the trap. The first no-win situation is quarrels over unimportant things. Examples include the color of the teen’s hair, the cleanliness of the bedroom, the preferred style of clothing, the child’s failure to eat a good breakfast before school, or his tendency to sleep until noon on the weekends. Second, blaming. The goal of a blaming battle is to make the other admit that his bad attitude is the reason why everything goes wrong. Third, needing to be right. It doesn’t matter what the topic is—politics, the laws of physics, or the proper way to break an egg—the point of these arguments is to prove that you are right and the other person is wrong, for both wish to be considered an authority—someone who actually knows something—and therefore to command respect. Unfortunately, as long as parents and teens continue to assume that they know more than the other, they’ll continue to fight these battles forever and never make any real progress.
1. Why does the author compare the parent-teen war to a border conflict?| A．Both are about where to draw the line. |
| B．Both can continue for generations. |
| C．Neither has any clear winner. |
| D．Neither can be put to an end. |
| A．The teens tend to have a full understanding of their parents. |
| B．The teens agree with their parents on the cause of the conflict. |
| C．The teens cause their parents of misleading them. |
| D．The teens blame their parents for starting the conflict. |
| A．give orders to the other |
| B．know more than the other |
| C．gain respect from the other |
| D．get the other to behave properly |
| A．Solutions for the parent-teen problems. |
| B．Examples of the parent-teen war. |
| C．Causes for the parent-teen conflicts. |
| D．Future of the parent-teen relationship. |
