Question

【題目】請認(rèn)真閱讀下面短文，并根據(jù)所讀內(nèi)容在文章后表格中的空格里填入一個(gè)最恰當(dāng)?shù)膯卧~。注意：請將答案寫在答題卡上相應(yīng)題號(hào)的橫線上。每個(gè)空格只填一個(gè)單詞。

How to Think Outside the Box with Creativity Exercises

Encouraging creative thinking inspires students to ask questions, try new things and apply ideas to practical situations. Use individual and group based activities to open the door to innovation and build individual confidence. Incorporate creativity activities into everyday subject matter like English, science and art. The result will be increased interest in learning and the opportunity for each student to believe in her power to be creative in a variety of situations. Three creativity exercises are suggested as follows.

Use a mind-mapping exercise to help students overcome mind blocks to creativity.

Joyce Wycoff, author of the book “Mindmapping,” explains that a mind map encourages creativity by stimulating the brain to think in different patterns. Put a concept in the center of a large piece of paper and have your students surround the paper, each holding a marker. Ask them to brainstorm ideas and write them as offshoots (分支) to the concept. Have them add images and draw connections between ideas. You can use this to help them create a project, study for tests or organize a research paper.

Play a game of charades to empower students to use their minds and bodies to help their team win the game.

Select words that apply to a new topic you wish to introduce to the class. For example, if you want to discuss the history of your state, pick words that illustrate historical events your class will study. Divide the class into teams and ask volunteers to act out the words. Have students guess what the words are, and write the words on the board after students guess them correctly so they can see a complete list at the end of the game. Go back and forth between teams until all words have been used. When the game is over, ask the class to guess what the words have in common.

Invigorate (鼓舞) your students and stimulate creative thinking by facilitating a sentence relay race.

The goal of the race is to see which team can compose a sentence on a given subject. Begin by taping large pieces of paper to the wall and line up student teams about 5 feet from the wall. Give the teams one marker and a subject for the sentence. Tell them the object of the race is to build a sentence, one word at a time. The first student in each team will begin the sentence with a word. He will then run the marker to the next teammate and continue the process until each student has added a word to the sentence. The sentence relay will encourage quick thinking and stimulate creativity. Use the race to introduce a social studies concept or to reinforce the plot of a story for English class.

How to Think Outside the Box with Creativity Exercises
Introduction		【1】of encouraging creative thinking and organizing creativity exercises	Students are more likely to ask questions, try new things and put ideas into 【2】. Students will be increasingly interested in learning and have more【3】to be creative by means of
Creativity exercises	Helping Students Map Their Minds	【4】of a mind map and how to use it	It encourages creativity by making the brain think 【5】. Put a concept in the middle of the paper to which students add 【6】and draw connections between them.
	Using Dramatic Play to Lead Students to be Creative	【7】.	Volunteers are asked to act out the words illustrating historical events, of which the correctly guessed words are 【8】.
	【9】a Relay by Building a Sentence	The race is 【10】at building a sentence, one student, one word at a time until each teammate has made an addition to the sentence.

Answer 1

【答案】

【1】Benefits

【2】practice/action

【3】confidence

【4】Definition

【5】differently

【6】ideas

【7】Example

【8】listed

【9】Running

【10】aimed

【解析】

這是一篇說明文。文章介紹了如何在創(chuàng)造性練習(xí)中跳出思維局限，介紹了三種創(chuàng)造性練習(xí)：1.使用思維導(dǎo)圖練習(xí)來幫助學(xué)生克服思維障礙，獲得創(chuàng)造力；2.玩一個(gè)猜謎游戲，讓學(xué)生們用自己的思想和身體幫助他們的團(tuán)隊(duì)贏得比賽；3.通過句子接力賽來激勵(lì)學(xué)生和激發(fā)創(chuàng)造性思維。

【1】文章第一段是文章簡介，根據(jù)第一段中的Encouraging creative thinking inspires students to ask questions, try new things and apply ideas to practical situations.(鼓勵(lì)創(chuàng)造性思維激發(fā)學(xué)生提出問題，嘗試新事物，并將想法應(yīng)用于實(shí)際情況)可知，此處介紹了創(chuàng)造性思維的好處；Use individual and group based activities to open the door to innovation and build individual confidence.(利用個(gè)人和團(tuán)體活動(dòng)打開創(chuàng)新之門，建立個(gè)人信心)可知，此處介紹了創(chuàng)造性練習(xí)的好處。因此簡介中主要介紹了創(chuàng)造性思維和創(chuàng)造性練習(xí)的好處，benefit意為“好處”，此處要用復(fù)數(shù)形式。故填Benefits。

【2】根據(jù)第一段中的Encouraging creative thinking inspires students to ask questions, try new things and apply ideas to practical situations.(鼓勵(lì)創(chuàng)造性思維激發(fā)學(xué)生提出問題，嘗試新事物，并將想法應(yīng)用于實(shí)際情況)可知，此處把practical situations替換成practice/action。故填practice/action。

【3】根據(jù)第一段中的The result will be increased interest in learning and the opportunity for each student to believe in her power to be creative in a variety of situations.(其結(jié)果是增加學(xué)習(xí)的興趣，也增加了每個(gè)學(xué)生相信自己在各種情況下的創(chuàng)造力的機(jī)會(huì))可知，增加學(xué)習(xí)興趣的同時(shí)，學(xué)生也有了更多自信，confidence意為“自信”。故填confidence。

【4】根據(jù)第二段中的Joyce Wycoff, author of the book “Mindmapping,” explains that a mind map encourages creativity by stimulating the brain to think in different patterns.(《思維導(dǎo)圖》一書的作者喬伊斯·懷科夫解釋說，思維導(dǎo)圖通過刺激大腦以不同的模式思考來鼓勵(lì)創(chuàng)造力)可知，此處介紹了思維導(dǎo)圖的定義，definition意為“定義”。故填Definition。

【5】根據(jù)第二段中的Joyce Wycoff, author of the book “Mindmapping,” explains that a mind map encourages creativity by stimulating the brain to think in different patterns.(《思維導(dǎo)圖》一書的作者喬伊斯·懷科夫解釋說，思維導(dǎo)圖通過刺激大腦以不同的模式思考來鼓勵(lì)創(chuàng)造力)可知，思維導(dǎo)圖使得大腦以不同方式思考，differently意為“不同地”。故填differently。

【6】原詞重現(xiàn)。根據(jù)第二段中的Have them add images and draw connections between ideas.(讓他們添加圖片并在想法之間建立聯(lián)系)可知，此處是讓學(xué)生在ideas(想法)之間建立聯(lián)系。故填ideas。

【7】根據(jù)第三段中的For example, if you want to discuss the history of your state, pick words that illustrate historical events your class will study. Divide the class into teams and ask volunteers to act out the words.(例如，如果你想討論你所在州的歷史，請選擇那些能說明你的班級(jí)將要學(xué)習(xí)的歷史事件的詞匯。把全班分成小組，讓志愿者把詞語意思表演出來)可知，此處是讓學(xué)生們表演歷史詞匯是一個(gè)玩游戲的例子。example意為“例子”。故填Example。

【8】根據(jù)第三段中的write the words on the board after students guess them correctly so they can see a complete list at the end of the game(在學(xué)生猜對單詞后把詞語寫在黑板上，這樣他們就能在游戲結(jié)束時(shí)看到完整的列表)可知，猜對的詞語被列出在黑板上，list意為“列出”，此處“詞語”和“列出”之間是被動(dòng)關(guān)系，要用過去分詞。故填listed。

【9】根據(jù)最后一段中的Tell them the object of the race is to build a sentence, one word at a time.(告訴他們比賽的目的是造一個(gè)句子，一次一個(gè)詞)可知，這個(gè)比賽是通過造句的方式進(jìn)行接力，“進(jìn)行接力”可用run a relay來表示，可根據(jù)前面兩點(diǎn)內(nèi)容的表達(dá)方式Helping及Using判斷出所填空應(yīng)使用動(dòng)詞的現(xiàn)在分詞形式。故填Running。

【10】根據(jù)最后一段中的Tell them the object of the race is to build a sentence, one word at a time.(告訴他們比賽的目的是造一個(gè)句子，一次一個(gè)詞)可知，此處用be aimed at替換object，be aimed at意為“旨在”。故填aimed。