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　　When I was seven my father gave me a Timex, my first watch．I loved it, wore it for years, and haven’t had amother one since it stopped ticking a decade ago．Why?Because I don’t need one．Ihave a mobile phone and I’m always near someone with an iPod or sonething like that．All these devices(装置)tell the time-which is why, if you look around, you’ll see lots of empty wrists; sales of watches to young adults have been going down since 2007．

　　This is ridiculous．Expensive cars go faster than cheap cars．Expensive clothes hang better than cheap clthes．But these days all watches tell the time as well as all lther watches．Expensive watches come with extra functions-but who needs them?How often do you dive to 300 metres into the sea or need to find your direction in the area around the South Pole?So why pay that much of five years’ school fees for watches that allow you to do these things?

　　If justice were done, the Swiss watch industry should have colsed down when the Japanese discovered how to make accurate watches for a five-pound note．Instead the Swiss reinvented the watch, with the aid of millions of piunds’ worth of advertising, as a message about the man wearing it．Rolexes are for those who spend their weekends climbing icy mountains; a Patek Philippe is for one from a rich or noble famoly; a Breitling suggests you like to pilot planes across the world．

　　Watches are now classified as“investments”(投资)．A 1994 Philippe recently sold for nearly?350,000, while 1960s Rolexes have gone from?15,000 to?30,000 plus in a year．But a watch is not an investment．It’s a toy for self-satisfaction, a matter of fashion．Prices may keep going up-they’ve been rising for 15 years．But when of fashion．Prices may keep going rp-they’ve been rising for 15 years．But when fashion moves on, the owner of that?350,000 beauty will suddenly find his pride and joy is no more a good investment than my childhood Times．

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阅读下列短文，从题中所给的四个选项(A、B、C和D)中，选出最佳选项。

　　In a recently published book, I came across some exercises with interesting names such as fishbone diagrams, lotus flowers and clustering．As I used these exercises in my classes, I noticed that students were interested．They said more and wrote more．They enjoyed expressing their ideas and sharing them in groups．They were no longer passively waiting for the bell, but actively taking part in the lesson．I find that creativity can act as a way to increase participation and improve fluency．

　　Creativity has become a popular word in recent years．Scholars in arts, psychology, business, education and science are all working to get a deeper understanding of it．Robert J．Stemberg is a creativity specialist and Yale professor of psychology．He defines creativity as “the ability to produce work that is both new(original)and appropriate(applicable to the situation)” ．This definition is useful, as we want our students to use language in a new way and to use it correctly and properly．Mot scholars say there are two types of creativity： big “C” creativity and small “c” creativity．Big “C” creativity refers to genius level thinking that results in artistic masterpieces and scientific breakthroughs．Small “c” creativity refers to everyday level thinking that can be used in any situation．Our emphasis is on the latter．While it goes without saying that any of our students could go on to be the next Picasso or Edison, our aim is to help students produce more ideas and use language in a new way．

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阅读理解

　　In a recently published book, I came across some exercises with interesting names such as fishbone diagrams, lotus flowers and clustering. As I used these exercises in my classes, I noticed that students were interested. They said more and wrote more. They enjoyed expressing their ideas and sharing them in groups. They were no longer passively waiting for the bell , but actively taking part in the lesson. I find that creativity can act as a way to increase participation and improve fluency.

　　Creativity has become a popular word in recent years. Scholars in arts, psychology, business, education and science are all working to get a deeper understanding of it. Robert J. Stemberg is a creativity specialist and Yale professor of psychology. He defines creativity as “the ability to produce work that is both new (original) and appropriate(applicable to the situation ) ”. this definition is useful, as we want our students to use language in a new way and to use it correctly and properly. Mot scholars say there are two types of creativity： big “C” creativity and small “c” creativity. Big “C” creativity refers to genius level thinking that results in artistic masterpieces and scientific breakthroughs. Small “c” creativity refers to everyday level thinking that can be used in any situation our emphasis is on the latter. While it goes without saying that any of our students could go on to be the next Picasso or Edison, our aim is to help students produce more ideas and use language in a new way.

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