of a child if that child is having a bad day. If a child approaches him, he will pause to give that boy his undivided attention. He's the most loved one in this building.”以及最后一段中的“Mabry works circles around all the students, cleaning up messes others don't want to touch. He doesn't expect a lot.”可知，Mabry 关心爱护孩子，帮助孩子，是一个善良、热心的人。一个不怕脏不怕累、勤奋工作的人。因此答案为：(Because) he loves/cares about（the）students and works hard. / (Because) he loves the students and devoted to his work. /(Because) he is kind/caring /helping to the students , and hard-working. / (Because) he is regarded as a kind /warm-hearted /helpful/caring and hard-working man.

（5）考查学生的观察综合表达能力。本题的题目：who is the "sunshine" in your life?”谁是你生活中的阳光？只要在生活或学习中帮助过你，关心你、爱护你的，鼓励你，安慰你的都可称为your sunshine。因此答案可为：My father/mother.(Because) he/she loves me and encouraged me when I'm faced/confronted with difficulties. Or: My teacher.(Because) he/she cares about me and prepares me for my future career. Or: My friend.(Because) he/she brings me joy/happiness and gives me a lot of comfort/ help/ encouragement.

【点评】本题考点涉及细节理解，词义猜测以及综合表达能力等题型的考查，是一篇故事类阅读，考生需要准确掌握所给材料，进一步根据上下文的逻辑关系，进行分析推理，从而做出正确答案。

4．请认真阅读下面短文，并根据所读内容在文章后表格中的空格里填入一个最恰当的单词。注意:每个空格只填1个单词。

Pretending you're someone else can make you creative

One great irony(讽刺) about our collective fascination with creativity is that we tend to frame it in uncreative ways. That is to say, most of us marry creativity to our concept of self: We are either "creative" people or we aren't, without much of a middle ground.

Pillay, a tech businessman and Harvard professor has spent a good part of his career destroying these ideas. Pillay believes that the key to unlocking your creative potential is to dismiss the conventional advice that urges you to "believe in yourself". In fact, you should do the exact opposite: believe you are someone else.

In a recent column for Harvard Business Review, Pillay pointed to a 2016 study showing the impact of stereotypes(刻板印象)on one's behavior. The authors, education psychologists Denis Dumas and Kevin Dunbar, divided their college student subjects into three categories, instructing the members of one group to think of themselves as "eccentric(古怪的) poets" and the members of another to imagine they were "rigid librarians" (people in the third category, the control group, were left alone for this part). The researchers then presented participants with 10 ordinary objects, including a fork, a carrot, and a pair of pants, and asked them to come up with as many different uses as possible for each one. Those who were asked to imagine themselves as "eccentric poets" came up with the widest range of ideas for the objects, while those in the "rigid librarian" group had the fewest. Meanwhile, the researchers found only small differences in students' creativity levels across academic majors—in fact, the physics majors inhabiting(寄生) the personas(伪装的外表) of "eccentric poets" came up with more ideas than the art majors did. These results, write Dumas and Dunbar, suggest that creativity is not an individual quality, but a