请阅读 Passage1，完成第21 ～ 25小题。

Passage 2

Here’s a simple arithmetic question: A bat and ball cost a dollar and ten cents. The bat costs a dollar more than the ball. How much does the ball cost?

The vast majority of people respond quickly and confidently, insisting the ball costs ten cents. This answer is both obvious and wrong. (The correct answer is five cents for the ball and a dollar and five cents for the bat.)

For more than five decades, Daniel Kahneman, a Nobel Laureate and professor of 

psychology at Princeton, has been asking questions like this and analyzing our answers. His 

disarmingly simple experiments have profoundly changed the way we think about thinking. 

While philosophers, economists, and social scientists had assumed for centuries that human beings are rational agents—reason was our Promethean gift—Kahneman and his scientific partner, the late Amos Tversky, demonstrated that we’re not nearly as rational as we like to believe.

When people face an uncertain situation, they don’t carefully evaluate the information or look up relevant statistics. Instead, their decisions depend on a long list of mental shortcuts, which often lead them to make foolish decisions. These shortcuts aren’t a faster way of doing the math; they’re a way of skipping the math altogether. Asked about the bat and the ball, we forget our arithmetic lessons and instead default to the answer that requires the least mental effort.

A new study in the Journal of Personality and Social Psychology led by Richard West at James Madison University and Keith Stanovich at the University of Toronto suggests that, in many instances, smarter people are more vulnerable to these thinking errors. Although we assume that intelligence is a buffer against bias—that’s why those with higher S.A.T. scores think they are less prone to these universal thinking mistakes—it can actually be a subtle curse.

West and his colleagues began by giving four hundred and eighty-two undergraduates a questionnaire featuring a variety of classic bias problems. Here’s an example: In a lake, there is a patch of lily pads. Every day, the patch doubles in size. If it takes 48 days for the patch to cover the entire lake, how long would it take for the patch to cover half of the lake?

Your first response is probably to take a shortcut, and to divide the final answer by half.That leads you to twenty-four days. But that’s wrong. The correct solution is forty-seven days.

But West and colleagues weren’t simply interested in reconfirming the known biases of the human mind. Rather, they wanted to understand how these biases correlated with human intelligence. As a result, they interspersed their tests of bias with various cognitive measurements, including the S.A.T. and the Need for Cognition Scale, which measures “the tendency for an individual to engage in and enjoy thinking.”

The results were quite disturbing. For one thing, self-awareness was not particularly useful: as the scientists note, “people who were aware of their own biases were not better able to overcome them.” This finding wouldn’t surprise Kahneman, who admits in “Thinking, Fast and Slow” that his decades of groundbreaking research have failed to significantly improve his own mental performance. “My intuitive thinking is just as prone to overconfidence, extreme predictions, and the planning fallacy”—a tendency to underestimate how long it will take to complete a task— “as it was before I made a study of these issues,” he writes.

（1）Teacher: Let's review “be + verbing”. For example, we’re having a test today.

Student: I'm having a painting.

...

（2）Teacher: Lets practise the present perfect tense.For example, I have been to Beijing. Have you been to Beijing?

Student: Yes, I've been to Beijing last week.

...

设计任务：阅读下面的学生信息和语言素材，设计15分钟的英语口语教学方案。教案没有固定格式，但须包含下列要点：

① Teaching objectives

② Teaching contents

③ Key and difficult points

④ Major steps and time allocation

⑤ Activities and justifications

教学时间：15分钟

学生概况：某城镇普通中学高中二年级学生，班级人数40人。多数学生已经达到《普通高中英语课程标准（2017年版2020年修订）》学业质量水平一，学生课堂参与积极性一般。

语言素材：

We've been told since we were toddlers that “It's good to share”. Parents and teachers keep reminding us to share toys, snacks, books, happy memories, and sometime seven sorrows with others. When we grow up, we share photos, life stories and opinions with people around us and with those we don't know via social media. Taking it as an object of study, psychologists have published various papers stating that the behaviour of sharing is beneficial to setting up positive emotional bonding.

Today, the action of sharing takes on extra meaning. It's not just about sharing sweets or frustration; it has expanded to almost every aspect of our lives-the whole world seems to be into sharing. We are using technology to reduce the money that we spend on goods and services, or to make money out of those that we don't use ourselves all of the time. These vary from car shares to home shares, and even to pet shares. The sharing economy is taking off in all sorts of areas. It is creating new ways of thinking and is providing services to people when and where they want them.