1 . Creativity is the process of taking an idea and applying it in real life, if we aren’t creative, we can't think outside the box and question what we can do.
Asking questions is a good way of sparking creativity.
First, we can ask learners questions that have more than one possible answer.
In science: “How many ways can you find to empty a glass of water without touching it? ”
In any subject: “What else would you like to know? How do you know that is true? Is there another way of doing this?”
Second, we can encourage learners to invent their own questions, We can do this for a topic that students are familiar with in their study. Firstly, discuss what makes a good question Secondly, create questions by grouping questions into different types--open, closed, or one that challenges the imagination. Finally, put those questions in order according to their importance.
Our teachers encourage us to ask questions and not accept the standard answers without Reasoning（推理）. Our school has some activities annually to inspire creativity in every student. Our teachers encourage us to be creative and think of solutions for real-world problems. On the whole, the freedom of being allowed to be ourselves is what brings out the best in our creativity.
1. What does the underlined word “sparking” mean in the second paragraph?| A．questioning | B．knowing |
| C．causing | D．learning |
| A．telling facts | B．showing evidence |
| C．expressing an opinion | D．giving some examples |
| A．Two | B．Three |
| C．Four | D．Five |
| A．have some activities with their parents |
| B．take more opportunities to think carefully |
| C．think of solutions to problems in the real world |
| D．accept standard answers provided by their teachers |
| A．Definition of Creativity | B．Problems on Students’ Certainty |
| C．The Meaning of Certainty to Students | D．Ways of Developing Students’ Certainty |
2 . According to a new study， teens focus on rewards and have a hard time learning to avoid punishment or consider the consequences of alternative actions.
University College London researchers compared how teens and adults learn to make choices based on the available information. They tracked the way in which 18 volunteers aged 12-17 and 20 volunteers aged 18-32 completed tasks in which they had to choose between abstract symbols.
Each symbol was consistently associated with a fixed chance of a reward, punishment, or no outcome. As the trial progressed ， participants learned which symbols were likely to lead to each outcome and adjusted their choices accordingly. Teens and adults were equally good at learning to choose symbols associated with reward， but teens were less good at avoiding symbols associated with punishment. Adults also performed significantly better when they were told what would have happened if they had chosen the other symbol after each choice， while teens did not appear to take this information into account.
“From this experimental lab study we can draw conclusions about learning during the teen years. We find that teens and adults learn in different ways， something that might be relevant to education," said lead author Dr. Stefano Palminteri. " Unlike adults, teens are not so good at learning to adjust their choices to avoid punishment. This suggests that incentive systems based on reward rather than punishment may be more effective for this age group. Additionally, we found that teens did not learn from being shown what would have happened if they made alternative choices."
To interpret the results, the researchers developed computational models of learning and ran simulations （模拟）applying them to the results of the study. The first was a simple model, one that learned from rewards, and the second model added to this by also learning from the option that was not chosen. The third model was the most complete and took the full context into account, with equal weight given to punishment avoidance and reward seeking. For example, obtaining no outcome rather than losing a point is weighted equally to gaining a point rather than having no outcome.
Comparing the experimental data to the models, the team found that teens" behavior followed the simple reward-based model while adults" behavior matched the complete, contextual model. “Our study suggests that teens are more receptive to rewards than they are to punishments of equal value, ” said senior author Dr. Sarah-Jayne Blakemore. “As a result, it may be useful for parents and teachers to frame things in more positive terms.”
1. It can be learned from the study that .| A．adults made choices faster than teens |
| B．adults understood rewards better than teens |
| C．teens reacted better to reward than punishment |
| D．teens were aware of the outcome of each choice |
| A．They reflected people’s strong desire for punishment avoidance. |
| B．They gave circumstances different degrees of consideration. |
| C．They paid equal attention to reward and punishment. |
| D．They shaped the behavior of people at different ages. |
| A．accustomed | B．opposed |
| C．sympathetic | D．responsive |
| A．“If you insist on doing things in this way， you will lose ten points. " |
| B．“If we had talked about this earlier， you wouldn’t have made the mistake. " |
| C．“ If you hand in your assignment ahead of time， you will get an extra bonus." |
| D．“If you want to approach a problem differently ， you can talk to your parents. " |
