题目内容：

William Wordsworth wrote that “the human mind is capable of excitement without the application of violent stimulants(刺激)”. And it appears that simply reading those words proves his       .

      Researchers at the University of Liverpool found the works of Shakespeare and Wordsworth and        had a beneficial effect on the mind. It can      the reader’s attention and trigger moments of self-reflection.

Using scanners, they       the brain activity of volunteers as they read pieces of classical English literature both in their        form and in a modern translation.

And, according to the Sunday Telegraph, the experiment showed the more             prose and poetry       far more electrical activity in the brain than the easier versions.

The research also found poetry,       , increased activity in the right part of the brain, an area     with “autobiographical(自传式的) memory”, which helped the reader to 45 on their own experiences. The academics said this meant the        were more useful than self-help books.

The brain       of 30 volunteers were watched in the first part of the research as they read Shakespeare in different     .

In one example, volunteers read a line from King Lear, “A father and a gracious aged man: him have you madded”, before reading the     : “A father and a gracious aged man: him you have enraged”. Shakespeare’s use of “mad” as a(n)        caused a higher level of brain activity than the straightforward prose.

The next stage of the research was looking at the     to which poetry could affect        and provide therapeutic(治疗的) benefit. Volunteers’ brains were scanned while reading four lines by Wordsworth, and four “translated” lines were also provided.

The first version caused more brain activity,      not only the left part of the brain connected with language, but also the right part that relates to autobiographical memory and emotion.

“Poetry is not just a      of style. It is also about deep versions of experience that     the emotional to the cognitive(认知的),” said Prof Davis, who will present the findings at the North of England education conference in Sheffield this week.

1.A. attitude   B. point       C. mind            D. advice

2.A. the like  B. the way     C. the likely      D. the kind

3.A. break       B. focus       C. catch           D. fix

4.A. examined    B. monitored   C. interrupted     D. controlled

5.A. original    B. traditional C. conventional    D. ancient

6.A. attractive  B. beneficial C. challenging    D. emotional

7.A. set off   B. put off     C. take off        D. call off

8.A. for example B. on occasion C. in particular   D. in contrast

9.A. concerned   B. mixed       C. fixed          D. conflicted

10.A. reflect   B. agree       C. depend          D. take

11.A. average  B. modem      C. academic        D. classic

12.A. records   B. recalls     C. responses       D. receptions

13.A. moods      B. manners    C. forms          D. types

14.A. shorter   B. simpler    C. better          D. deeper

15.A. adjective  B. noun      C. adverb          D. verb

16.A. amount     B. degree      C. extension       D. scale

17.A. philosophy B. biology     C. psychology     D. sociology

18.A. waking up  B. raising up  C. taking up       D. making up

19.A. matter     B. mark      C. manner          D. mass

20.A. cater      B. add         C. prefer         D. refer