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Passage 1
From James Moriarty to Ernst Stavro Blofeld, the idea of the evil genius has been a staple ofstorytelling．But is it true Or, to put the matter less starkly, is there a connection between creativityand dishonesty in real people who are not bent on world domination, as well as in fictionalsupervillains Writing in Psychological Science, Francesca Gino of Harvard University and Scott
Wiltermuth of the University of Southem California suggest that there is--and that cheating actuallyincreases creativity.
Dr Gino and Dr Wiltermuth tested the honesty of 153 volunteers with a task that involvedadding up numbers for a cash reward, which was presented in a way that seemed to them to allowthem to cheat undetected(though the researchers knew when they did)．This was sandwichedbetween two tests for creativity, one of which was to work out how to fix a candle to a cardboardwall with a box of drawing pins, and the other a word-association test．This combination showed notonly that creative people cheat more, but also that cheating seems to encourage creativity--for thosewho cheated in the adding-up test were even better at word association than their candle-test resultspredicted.
That result was confirmed by a second set of experiments, in which some people were givenmany opportunities to cheat and others few．The crucial predictor of creativity, the researchers con-firmed, was the actual amount of cheating, not any propensity to cheat.
A third experiment tested the idea that this is because both creativity and dishonesty require, asit were, a flexible attitude to rules．In this experiment volunteers were asked about their attitude tobossy signs, such as "no cycling" and "no diving" notices, after being allowed to cheat (again, in away transparent to the experimenters) on a coin-tossing test．Cheats, it turned out, were less con-strained to obey such signs.
It is, it goes without saying, a long way from such acts of petty defiance to building a lair insidean extinct volcano and threatening Washington from it--or even to non-fictional acts of seriouscrime．But some sort of link exists, so this research does indeed suggest that Arthur Conan Doyleand Ian Fleming were on to something.
What conclusion can be drawn from this passage
From James Moriarty to Ernst Stavro Blofeld, the idea of the evil genius has been a staple ofstorytelling．But is it true Or, to put the matter less starkly, is there a connection between creativityand dishonesty in real people who are not bent on world domination, as well as in fictionalsupervillains Writing in Psychological Science, Francesca Gino of Harvard University and Scott
Wiltermuth of the University of Southem California suggest that there is--and that cheating actuallyincreases creativity.
Dr Gino and Dr Wiltermuth tested the honesty of 153 volunteers with a task that involvedadding up numbers for a cash reward, which was presented in a way that seemed to them to allowthem to cheat undetected(though the researchers knew when they did)．This was sandwichedbetween two tests for creativity, one of which was to work out how to fix a candle to a cardboardwall with a box of drawing pins, and the other a word-association test．This combination showed notonly that creative people cheat more, but also that cheating seems to encourage creativity--for thosewho cheated in the adding-up test were even better at word association than their candle-test resultspredicted.
That result was confirmed by a second set of experiments, in which some people were givenmany opportunities to cheat and others few．The crucial predictor of creativity, the researchers con-firmed, was the actual amount of cheating, not any propensity to cheat.
A third experiment tested the idea that this is because both creativity and dishonesty require, asit were, a flexible attitude to rules．In this experiment volunteers were asked about their attitude tobossy signs, such as "no cycling" and "no diving" notices, after being allowed to cheat (again, in away transparent to the experimenters) on a coin-tossing test．Cheats, it turned out, were less con-strained to obey such signs.
It is, it goes without saying, a long way from such acts of petty defiance to building a lair insidean extinct volcano and threatening Washington from it--or even to non-fictional acts of seriouscrime．But some sort of link exists, so this research does indeed suggest that Arthur Conan Doyleand Ian Fleming were on to something.
What conclusion can be drawn from this passage
A.The more a person cheats, the more creative he is.
B.Cheating is likely to encourage creativity to some extent.
C.A person who cheats is more creative than a person who doesn' t.
D.A person who is creative cheats more than a person who is less creative.
B.Cheating is likely to encourage creativity to some extent.
C.A person who cheats is more creative than a person who doesn' t.
D.A person who is creative cheats more than a person who is less creative.
参考答案
参考解析
解析：推断题。根据文章第二段最后“This combination showed not only that creative peoplecheatmore，but alsothat cheating seemsto encourage creativity”即这个不仅表明有创造力的人会欺骗更多，也表明欺骗似乎会激励创造性。第三段第一句“Tllat resultwas confirmedby a second setofexperiments”即第二组实验证实了第一组实验的结果．故选B。
更多 “Passage 1 From James Moriarty to Ernst Stavro Blofeld, the idea of the evil genius has been a staple ofstorytelling．But is it true Or, to put the matter less starkly, is there a connection between creativityand dishonesty in real people who are not bent on world domination, as well as in fictionalsupervillains Writing in Psychological Science, Francesca Gino of Harvard University and Scott Wiltermuth of the University of Southem California suggest that there is--and that cheating actuallyincreases creativity. Dr Gino and Dr Wiltermuth tested the honesty of 153 volunteers with a task that involvedadding up numbers for a cash reward, which was presented in a way that seemed to them to allowthem to cheat undetected(though the researchers knew when they did)．This was sandwichedbetween two tests for creativity, one of which was to work out how to fix a candle to a cardboardwall with a box of drawing pins, and the other a word-association test．This combination showed notonly that creative people cheat more, but also that cheating seems to encourage creativity--for thosewho cheated in the adding-up test were even better at word association than their candle-test resultspredicted. That result was confirmed by a second set of experiments, in which some people were givenmany opportunities to cheat and others few．The crucial predictor of creativity, the researchers con-firmed, was the actual amount of cheating, not any propensity to cheat. A third experiment tested the idea that this is because both creativity and dishonesty require, asit were, a flexible attitude to rules．In this experiment volunteers were asked about their attitude tobossy signs, such as "no cycling" and "no diving" notices, after being allowed to cheat (again, in away transparent to the experimenters) on a coin-tossing test．Cheats, it turned out, were less con-strained to obey such signs. It is, it goes without saying, a long way from such acts of petty defiance to building a lair insidean extinct volcano and threatening Washington from it--or even to non-fictional acts of seriouscrime．But some sort of link exists, so this research does indeed suggest that Arthur Conan Doyleand Ian Fleming were on to something. What conclusion can be drawn from this passage A.The more a person cheats, the more creative he is. B.Cheating is likely to encourage creativity to some extent. C.A person who cheats is more creative than a person who doesn' t. D.A person who is creative cheats more than a person who is less creative.” 相关考题
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As used in this passage，the word “valid” in the second paragraph means______A. foreignB. 1egalC. monetaryD. illegal
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According to the passage，your supervisor is most likely your______．A．visitorB．teacherC．workmateD．1eader
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According to the passage, the screen or cutters are fitted to __ (1)kill bacteria (2)break up the solid waste (3)remove solid matter with large sizeA.(1)B.(2)C.(2)(3)D.None of (1)(2)(3) is true
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To grasp the gist of a passage in a quick way, what may a reader focus on?
A．The transitional paragraphs.
B．The whole passage.
C．The topic sentences.
D．Every sentence in the passage.
考题
小学英语?阅读
一、考题回顾
二、考题解析
【教学设计】
Teaching aims:
Knowledge aim:
Students will master the meaning and usage of the structure “be doing” through reading the passage.
Ability aim:
Students will apply the “be doing” to communicate with each other in real situation.
Emotional aim:
Students will be more interest in learning English.
Key and difficult point:
Key Point: Students will master how to improve reading abilities through finding main idea and details.
Difficult Point: Students will apply the “be doing” to communicate with each other in real situation.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Play a riddle and students guess the animals, such as “long nose, big ears and strong body——elephant”, then lead to the topic of “let’s go to the zoo to see what animals are doing”.
Step 2: Pre-reading
1. According to the title, students have a prediction about what kinds of animals are mentioned in the passage.
Step 3: While-reading
1. Fast reading: students read the passage fast and figure out what kinds of animals are mentioned in the passage then make a list.
2. Careful reading: students read the passage carefully and answer the question: what are the animals doing? Then fill in the blanks.
1. How do you improve students’ interest in learning English?
2. What principle should you use in the post-reading step?
考题
高中英语?阅读
一、考题回顾
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students can know the basic meaning of passage and are able to master the different greeting for the strangers.
Ability aims:
Students can practice guessing content of next paragraph according to the clues which is given in the passage.
Emotional aim:
Students are able to love learning English and like to read different English passage after this lesson.
Key and difficult point:
Key Point: guess the content of next paragraph according to the clues and know the “learned” body language, especially different greetings
Difficult Point: improve students’ reading interest.
Teaching procedures:
Step 1: Warming-up
1. Greetings.
2. Play a video about Chaplin’s mime and ask students several questions:
What kind of body language can you see from this video?
Do you know the meaning of these body language?
Step 2: Pre-reading
Present the passage on the screen and read it for all the students. Before reading, ask students one question: What’s the main ideas of these two paragraphs? And guess the main to topic of this lesson?
Then invite several students to share their ideas.
Step 3: While-reading
1.Lead the students to think one question: Is this a whole passage? And ask students to scan the whole passage and give the teacher answer.
2.Ask students to discuss in group and after 10 minutes to invite several students to share their ideas with all the students.
3.And different students may be just guess the content of several paragraphs. So give students a chart, ask them to finish discussing in 5 minutes. Then invite two representatives to state the whole passage.
Step4: Post-reading
Guessing game: Present another passage on the screen. And give students 10 minutes to read and discuss.Then make a chart and tell your own stories according to chart in your own group .Then invite the representatives to make a report for the whole class.
Step5: Summary and Homework
Summary: ask a student to conclude the content of the lesson and summarize with the whole class.
Homework: Present a passage and ask students to read and write a short passsage,which will be put behind of last paragraph.
Blackboard design:
1.Do you have the experience in teaching?
2. What will you do if you pass this exam?
考题
单选题Which of the following most accurately states the role of the first paragraph in relation to the passage as a whole?A
It summarizes two theories. the relative merits of which are debated in the passage.B
It puts forth an argument that the rest of the passage is devoted to refuting.C
It introduces a new concept that the rest of the passage expands upon.D
It frames the background and relevance of the material to follow.E
It outlines the majorthemes of each of the four paragraphs to follow.
考题
单选题The primary purpose of the first four sentences of Passage 1 is to ______.A
introduce a discussion with a storyB
establish the author's main thesisC
define several key conceptsD
provide the historical background to a debateE
characterize two positions on an issue
考题
单选题The primary purpose of Passage 1 is ______.A
to persuade the author of Passage 2 of the validity of evolutionary theoryB
to describe the process by which protein is created by hemoglobinC
to counter a common misconception about the composition of the human bodyD
to deny the practical application of macroevolutionary theoryE
to deride those who underestimate the complexity of the human body
考题
单选题It can be inferred from the passage that the manufacturers mentioned in paragraph 1 expected that the measures they implemented would _____.A
encourage innovationB
keep labor output constantC
increase their competitive advantageD
permit business upturns to be more easily predicted
考题
单选题Unlike the author of Passage 1, the author of Passage 2 answers which of the following questions?A
Where did Shah Jahan have the Taj Mahal constructed?B
How did Moslem influences manifest themselves in the Taj Mahal's design?C
What role did Moslem women play in the design of the Taj Mahal?D
Do all people appreciate the Taj Mahal's architecture?E
How does the Taj Mahal compare with other examples of Islamic architecture?
考题
单选题Which best characterizes how the impact of science on chimpanzees is treated in these two passages?A
The author of Passage 1 lauds the benefits science has produced, while the author of Passage 2 speaks hopefully of possible future benefits.B
Both of the passages react with distrust to the idea of using science to assess chimpanzees.C
The first passage lists the studies that showed positive chimp interactions, while the author of Passage 2 refutes their claims,D
The first passage suggests that science can have a positive impact on perceptions about chimps, whereas the second passage views science as almost universally negative.E
The author of the first passage is more apt to justify using chimps in science than the author of Passage 2.
考题
单选题A flame screen（）.A
permits the passage of vapor but not of flameB
prevents the passage of flammable vaporsC
prevents inert gas from leaving a tankD
permits vapors to exit but not enter a tank
考题
单选题Which of the following best describes the relationship between Passage 1 and Passage 2?A
Passage 2 offers a criticism of the political theory outlined in Passage 1.B
Passage 1 expands upon an argument made in Passage 2.C
Passage 1 refutes the conclusion drawn in Passage 2.D
Passage 2 offers a balanced counterpoint to the biased opinions expressed in Passage 1E
Passage I offers evidence to support the main idea of Passage 2.
考题
单选题From the passage we can infer that the passage is probably selected from______.A
a speech to business leadersB
a speech of a manager to his staffC
an article in a popular magazineD
a movie
考题
单选题Which of the following activities can be used to get the main idea of a passage? _____.A
reading the passage in detailB
reading to sequence the eventsC
reading to fill in the chartsD
reading the first and last sentences of the passage and the paragraphs
考题
单选题The two passages differ in their perspectives on the debate between industrialists and environmentalists mainly in that Passage 1 emphasizes ______.A
mathematics, while Passage 2 emphasizes psychologyB
deficiencies in the debate, while Passage 2 emphasizes progress in the debateC
the irrelevance of externalities, while Passage 2 emphasizes their importanceD
the impact on taxpayers, while Passage 2 emphasizes the views of politiciansE
pollution, while Passage 2 emphasizes recycling
考题
单选题The author of Passage 2 would most likely regard the spate of recent popular books (line 1) mentioned in Passage 1 with ______.A
righteous indignationB
informed skepticismC
eager anticipationD
sentimental regretE
bewilderment
考题
单选题Which of the following sentences should be omitted to improve the unity of the passage?A
Sentence 1B
Sentence 2C
Sentence 4D
Sentence 7E
Sentence 11
考题
单选题Which sentence should be omitted from the passage?A
Sentence 3B
Sentence 6C
Sentence 9D
Sentence l1E
Sentence 12
考题
单选题The author most likely begins and concludes the passage with questions for what reason?A
To suggest possible areas for current and future researchB
To pose a question that is answered in the body of the passage, and then to formulate a question that arises naturally out of the discussionC
To gain the readers’ attention and encourage their agreement with the arguments in the passageD
To suggest through rhetorical questions that the problems described in the passage do not actually have answersE
To test the readers’ knowledge of the material discussed in the passage
考题
单选题Which of the following best describes the relationship between the two passages?A
Passage 2 describes a significant. and discovery that contradicts the argument of Passage 1.B
Passage 2 offers a theory that supports the main point in Passage 1.C
Passage I provides a possible reason for the scientific inquiry presented in Passage 2.D
Passage 1 relates an anecdote that explains the popular misconception in Passage 2.E
Passage 2 provides a historical context for the discovery described in Passage 1.
考题
单选题According to Passage 1, forests in Africa are cleared to allow for all of the following EXCEPT ______.A
agrarian cultivationB
essential employmentC
added human domicilesD
increased fuel productionE
feeding farm animals
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单选题Unlike Passage 1, Passage 2 discusses ______.A
the procedures of a specific experimentB
a mistaken assumptionC
the work of professional researchersD
social behaviorE
human emotions
考题
问答题Practice 1 Listen to the following passage. Write in English a short summary of around 150-200 words of what you have heard. You will hear the passage only once, and then you will have 25 minutes to finish your summary. This part of the test carries 20 points. You may need to scribble a few notes to write your summary. _____________________________________________________________________________________________________________________________________________________________________________________________
考题
单选题Which statement most accurately describes the difference between the two passages?A
Passage 1 deals less directly with the exportation of chimpanzees than does Passage 2.B
Passage 1 is less concerned with the interaction between man and the land than is Passage 2.C
Passage I pertains to a species in its indigenous habitat while Passage 2 addresses the same animal in nonnative settings.D
Passage I ends with an expression of optimism and Passage 2 does not.E
Passage I introduces a species and describes its status worldwide, while Passage 2 limits its discussion of that species to its activities in the Northern Hemisphere.
考题
单选题On a ship，a door that is required to be marked KEEP CLOSED is designed to（）.A
prevent the passage of flammable gasesB
prevent the passage of poisonous vaporsC
delay the spread of heat and flamesD
maintain watertight integrity
考题
单选题It can be inferred from the passage that before 1910 the normal running time of a film was _____.A
15 minutes or lessB
between 15 and 30 minutesC
1 hour or moreD
between 45 minutes and 1 hour
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