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You can't see it, smell it, or hear it, and people disagree on how precisely to define it, or where exactly it comes from. It isn't a school subject or an academic discipline, but it can be learned. It is a quality that is required of artists, but it is also present in the lives of scientists and entrepreneurs. All of us benefit from it and we thrive mentally and spiritually when we are able to wield it. It is a delicate thing, easily stamped out; in fact, it flourishes most fully when people are playful and childlike. Meanwhile, it works best in conjunction with deep knowledge and expertise.
This mysterious -- but teachable -- quality is creativity, the subject of a recently-published report by Durham Commission on Creativity and Education. The report concludes that creativity should not inhabit the school curriculum only as it relates to drama, music, art and other obviously creative subjects, but that creative thinking ought to run through all of school life, infusing (充满) the way humanities and natural sciences are learned.
The authors, who focus on education in England, offer a number of sensible recommendations, some of which are an attempt to alleviate the uninspiring and fact-based approach to education that has crept into policy in recent years. When children are regarded as vessels to be filled with facts, creativity does not prosper; nor does it when teachers' sole objective is coaching children towards exams. One suggestion from the commission is a network of teacher-led "creativity collaboratives", along the lines of existing maths hubs(中心), with the aim of supporting teaching for creativity through the school curriculum.
Nevertheless, it is arts subjects through which creativity can most obviously be fostered. The value placed on them by the independent education sector is clear. One only has to look at the remarkable arts facilities at Britain's top private schools·to comprehend this. But in the state sector the excessive focus on English, maths and science threatens to crush arts subjects; meanwhile, reduced school budgets mean diminishing extracurricular activities. There has been a 28.1% decline in students taking creative subjects at high schools since 2014, though happily, art and design have seen a recent increase.
This discrepancy between state and private education is a matter of social justice. It is simply wrong and unfair that most children have a fraction of the access to choirs, orchestras, art studios and drama that their more privileged peers enjoy. As lives are affected by any number of looming challenges -- climate crisis, automation in the workplace -- humans are going to need creative thinking more than ever. For all of our sakes, creativity in education, and for all, must become a priority.
1
What do we learn from the passage about creativity?
A.
It develops best when people are spiritually prepared.
B.
It is most often wielded by scientists and entrepreneurs.
C.
It is founded on scientific knowledge and analytical skills.
D.
It contributes to intellectual growth but can easily be killed.
本题答案：
A
B
C
D
参考答案：
D
系统解析：
由选项中的spiritually、scientists、entrepreneurs等词以及题文同序原则初步定位到首段。事实细节题。文章首段第四句指出，当我们能够拥有并运用创造力时，我们的心智和精神都会茁壮成长，由mentally“智力地”一词可知，创造力有助于智力的增长。该段第五句指出，创造力非常娇弱，很容易被扼杀。句中的stamped out意为“扼杀，消除”，与D项中的killed同义。综合可知，答案为D。本段第五句的后半句指出，当人们像孩童般活泼时，创造力能得到最充分的发展，选项A与文章意思不一致，故排除；本段第三句指出，创造力也存在于科学家和企业家的生活中，B项扩大了原文意思，故排除；本段最后一句提到了knowledge，但指的是创造力与深层知识和专业特长共同作用时，能得到最好的发挥，并未提及创造力建立的基础，故排除C。
2
What is the conclusion of a recently-published report?
A.
Natural sciences should be learned the way humanities courses are.
B.
Cultivation of creativity should permeate the entire school curriculum.
C.
Art courses should be made compulsory for all students.
D.
Students should learn more obviously creative subjects.
本题答案：
A
B
C
D
参考答案：
B
系统解析：
由题干中的conclusion和a recently-published report定位到第二段第一、二句。事实细节题。文章第二段第一句提到了a recently-published report，接着第二句提到，创造力不应该只存在于与戏剧、音乐、艺术和其他明显具有创造性的学科有关的学校课程中，创造性思维应该贯穿于整个学校生活，渗透到人文和自然科学的学习方法中。由此可知，培养创造力应该使其渗透到整个学校课程中去,故答案为B。第二段第二句提到人文和自然科学的学习也应该包含创造力的培养，而并没有提到自然科学应该像人文学科一样学习，A项混淆概念，故排除；该段提到现在创造力体现在学校的艺术课程中，但没有呼吁将艺术课程列为必修课，因此排除C项；第二段第二句提到obviously creative subjects，但文章指的是创造力不应该只存在于与明显具有创造性的学科有关的学校课程中，说明学生已经在学习明显具有创造性的学科，D项与文章意思不符，故排除。
3
What does the report say is detrimental to the fostering of creativity?
A.
Alleviation of pressure.
B.
Teacher-led school activities.
C.
Test-oriented teaching.
D.
Independent learning.
本题答案：
A
B
C
D
参考答案：
C
系统解析：
由题干中的the fostering of creativity及题文同序原则定位到第三段。推理判断题。文章第三段第二句后半句指出，当教师的唯一目标是指导孩子们应付考试时，创造力也不会发展。由此可知，以考试为导向的教学不利于创造力的培养，故答案为C。第三段第一句提到alleviate the uninspiring and fact-based approach to education，指的是“弱化无法引起学生兴趣且只基于事实的教育方法”，并未提到关于减轻压力的问题，故排除A；杜伦创意与教育委员会提出的建议是建立一个由教师主导的“创造力合作”网络，这是有利于创造力培养的，而题干中问的是不利于创造力培养的方面，故排除B；文章只在第四段提到了 independent education sector“私立教育部口”，并未提及independent learning“自主学习”，故排除D。
4
What do we learn about the private schools in the UK?
A.
They encourage extracurricular activities.
B.
They attach great importance to arts education.
C.
They prioritize arts subjects over maths and sciences.
D.
They cater to students from different family backgrounds.
本题答案：
A
B
C
D
参考答案：
B
系统解析：
由题干中的private schools定位到第四段第二、三句。事实细节题。第四段第一至三句提到，最能明显地促进创造力的是艺术学科，私立教育部门对它的重视是显而易见的，我们只需看看英国顶级私立学校非凡的艺术设施就能明白这一点。由此可见，英国私立学校非常重视学校艺术教育，故答案为B。第四段第四句的后半部分提到，公立学校预算的减少意味着课外活动的减少，并未提及私立学校课外活动的安排，故排除A；由第四段第四句的前半部分可知，公立学校对数学和科学比对艺术学科的重视程度更高，但文章并未提及私立学校对这些学科的关注程度，故排除C；D项在文章中并未提及，故排除。
5
What should be done to meet the future challenges?
A.
Increasing government investment in school education.
B.
Narrowing the existing gap between the rich and the poor.
C.
Providing all children with equal access to arts education.
D.
Focusing on meeting the needs of under-privileged students.
本题答案：
A
B
C
D
参考答案：
C
系统解析：
由题干中的future challenges定位到最后一段倒数第二句。推理判断题。最后一段前几句指出公立和私立教育之间在艺术教育方面的差异及不平等现象。倒数第二句指出，人类生活受到各种挑战， 比以往任何时候都更需要创造性思维。最后一句就此给出了作者的建议：为了我们所有人的利益，必须优先考虑教育中的创造力，以及所有人的创造力。综合推断可知，作者是在呼吁为所有的孩子提供接受艺术教育的平等机会，培养他们的创造力来应对未来的挑战，故答案为C。文章中并没有提及政府应该加大对学校教育的投资，故排除A；原文主要讲的是公立学校与私立学校在艺术教育上的差距，而不是宽泛的贫富差距问题，选项B意思与原文不符，故排除；文中提到的主要是上公立学校与私立学校的学生间的差异，提出的是创造平等的机会，D项表述与文章意思不符，故排除。
Emulating your conversation partner's actions is a common human behavior classified as "mirroring" and has been known and studied by psychologists for years. We all tend to subconsciously copy gestures of people we like. But why do we act like this?
As a rule, mirroring means that conversationalists enjoy their communication and that there's a certain level of agreement between them. The topic of discussion is·equally interesting for both and they know their interests meet.
Repeating someone's behavior is typical of talented communicators, not always because the person is sympathetic, but because there is a goal to be achieved. This way new idols have been brought to the stage: politicians, celebrities, and other big names. Popular culture makes people want to look popular, and act and speak like popular people.
Nowadays celebrities steal lyrics from each other and struggle with copyright violation accusations or straightforwardly claim themselves to be the authors, even though all the work was done by other people. Among celebrities, it's trendy nowadays to use their own speech writers as politicians do. The so-called "ghostwriting" can take various forms: books, articles, autobiographies, and even social media posts.
Who is a true copycat(抄袭者) and who gets copycatted? Sometimes, it is a hard nut to crack without an expert's help. But new authorship defending methods based on identifying individual writing patterns are already here. Their aim is to protect intellectual property. Using scientific methods, some of them can define authorship with 85% accuracy.
Writing is not an easy craft to master. If you want to write like a professional without plagiarism(抄袭). There are a few lessons to learn and the first one is: "Copy from one, it's plagiarism; copy from two, it's research." The correct interpretation of this statement is not about copying, but rather about creating your own style. When you study an author's writing style, don't stop on a single one, but explore numerous styles instead. Examine types of sentences they use, pay attention to their metaphors, and focus on stories you feel you could write a pretty cool sequel(续篇) to.
Imitation is rather paradoxical. As an integral part of learning, it brings aboutpositive changes, making people develop and grow. However, it may do a lot of harm. Copying someone's thoughts, ideas or inventions is completely unacceptable. It infringes on intellectual property rights of others.
Still, many things we do are about copying others one way or another. So if you want to compliment someone on the work they have done and imitate it, just make sure you do it the right way to avoid committing plagiarism.
6
What do people tend to do while engaging in a conversation?
A.
Repeat what their partners say one way or another.
B.
Focus as much as possible on topics of mutual interest.
C.
Imitate their partners' gestures without their knowing it.
D.
Observe carefully how their partners make use of gestures.
本题答案：
A
B
C
D
参考答案：
C
系统解析：
由题干中的tend to和conversation定位到第一段第一、二句。事实细节题。第一段第一句指出，所谓的“镜像”，就是模仿谈话对象行为的一种常见的人类行为，随后的第二句进一步明确指出，这是指我们下意识地模仿我们所喜欢的人的手势，可见选项C是对该句的同义转述，故为答案。原文只提到了模仿，尤其是模仿手势，而不是重复话语，故排除选项A；根据第二段，选项B所述的情况发生在产生镜像现象时，而不是指所有的交谈状况，故排除；D项是根据第一段第二句设置的干扰，但原文所说的是模仿，而不是观察。
7
When does mirroring usually take place in a conversation?
A.
When both sides are sympathetic with each other.
B.
When both sides have a lot of things in common.
C.
When both sides make interesting contributions.
D.
When both sides try to seek common ground.
本题答案：
A
B
C
D
参考答案：
B
系统解析：
由题干中的mirroring和conversation定位到第二段。推理判断题。第二段指出，镜像意味着交谈者喜欢他们的沟通，并且他们之间达成了一定程度的共识。双方都觉得讨论的话题有趣，而且他们知道彼此兴趣相投。概括可知，当交谈方共同点较多时会发生镜像现象，故答案为B。第三段第一句提到，镜像不是因为怀有同情心，故排除A；C是对第二段第二句的曲解，原文的意思是交谈双方对讨论的话题均有同样的兴趣，故排除C；第二段第一句提到发生镜像时，交谈双方之间达成了一定程度的共识，而并未提到这种共识需要双方去寻求，故排除D。
8
What do we learn about popular culture?
A.
It encourages people to imitate.
B.
It appeals mostly to big names.
C.
It acquaints young people with their idols.
D.
Hean change people's mode of cognition.
本题答案：
A
B
C
D
参考答案：
A
系统解析：
由题干中的popular culture定位到第三段第三句。事实细节题。第三段第三句提到，流行文化使人们想看起来受欢迎，并像受欢迎的人一样说话做事，由此可知，这种文化鼓励人们去模仿，故答案为A。B和C是根据第三段第二句中的big names和idols设置的干扰项，而该句提到这两类人想要表述的意思是这种天才沟通者具有重复别人行为的天分，故排除这两项；由后文可知，对认知方式有影响的是模仿，而不是流行文化，D项混淆了对象，故排除。
9
Why is the saying "copy from two, it's research" a lesson to learn?
A.
It facilitates the creation of one's own writing style.
B.
It helps to protect one's intellectual property rights.
C.
It fosters correct interpretation of professional writing.
D.
It enables one to write intriguing sequels to famous stories.
本题答案：
A
B
C
D
参考答案：
A
系统解析：
由题干中的copy from two, it's research 定位到第七段第二、三句。事实细节题。第七段第二句指出，避免抄袭的第一条经验就是：“复制一个人的作品，是剽窃；复制两个人的作品，那是研究。”随后进一步说明，对这句话的正确解释是，写作不在于复制，而在于创造出你自己的风格，选项A的意思与此一致，故为本题答案。根据第六段，有助于保护知识产权的是研究识别个人写作模式并确定作者的新方法，故排除B；C是根据第七段开头的writing和professional设置的干扰，但该项与对文章的理解无关，故排除；第七段最后一句提到了给故事写续 集，但原文是介绍研究专业人士写作，创造出自己风格的一种方法，而不是其结果，故排除D。
10
Why does the author say imitation is rather paradoxical?
A.
It is liable to different interpretations.
B.
It is by and large a necessary evil.
C.
It can give rise to endless disputes.
D.
It may do harm as well as good.
本题答案：
A
B
C
D
参考答案：
D
系统解析：
由题干中的imitation和paradoxical定位到文章第八段第一句。推理判断题。定位句提到，模仿是相当矛盾的。随后两句解释说，作为学习的一个组成部分，它带来积极的变化，使人发展和成长，但另一方面，它也可能会造成很多伤害，故答案为D。选项A是利用原文中的interpretation设置的干扰，但与此词有关的原文只是在探讨对“复制一个人的作品，是剽窃；复制两个人的作品，那是研究”这条经验的解释，与模仿是否矛盾无关，故排除；根据定位段，模仿未必一定是坏事，因此也谈不上是a necessary evil（难免的坏事），故排除B；原文第四段提到了抄袭所引发的争执，但模仿不同于抄袭，故排除C。
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