Question

【題目】請認真閱讀下列短文，并根據(jù)所讀內(nèi)容在文章后表格中的空格里填入一個最恰當(dāng)?shù)膯卧~。請將答案寫在答題卡上相應(yīng)題號的橫線上。每個空格只填1個單詞。
Some students get so nervous before a test, they do poorly even if they know the material. Sian Beilock has studied these highly anxious test-takers.
Sian Beilock: “They start worrying about the consequences. They might even start worrying about whether this exam is going to prevent them from getting into the college they want. And when we worry, it actually uses up attention and memory resources. I talk about it as your cognitive horsepower that you could otherwise be using to focus on the exam.”
Professor Beilock and another researcher, Gerardo Ramirez, have developed a possible solution. Just before an exam, highly anxious test-takers spend ten minutes writing about their worries about the test.
Sain Beilock: “What we think happens is when students put it down on paper, they think about the worst that could happen and they reappraise the situation. They might realize it's not as bad as they might think it was before and, in truth, it prevents these thoughts from appearing suddenly when they're actually taking a test.”
The researchers tested the idea on a group of twenty anxious college students. They gave them two short math tests. After the first one, they asked the students to either sit quietly or write about their feelings about the upcoming second test.
The researchers added to the pressure. They told the students that those who did well on the second test would get money. They also told them that their performance would affect other students as part of a team effort.
Professor Beilock says those who sat quietly scored an average of twelve percent worse on the second test. But the students who had written about their fears improved their performance by an average of five percent.
Next, the researchers used younger students in a biology class. They told them before final exams either to write about their feelings or to think about things unrelated to the test.
Professor Beilock says highly anxious students who did the writing got an average grade of B+, compared to a B- for those who did not.
Sain Beilock: “What we showed is that for students who are highly test-anxious, who'd done our writing intervention, all of a sudden there was no relationship between test anxiety and performance. Those students most prone to worry were performing just as well as their classmates who don't normally get nervous in these testing situations.”
But what if students do not have a chance to write about their fears immediately before an exam or presentation? Professor Beilock says students can try it themselves at home or in the library and still improve their performance.

Title: Overcoming test
Problem	Some students get nervous before a test, so they can't doeven if they know the material.
Reason	about the consequences them their attention and memory resources.
Solution	Write down their worries to the negative thoughts appearing suddenly.
Results of the researches	College students: with those sitting quietly, students writing about their fears improved their performance.
	Younger students: highly anxious students who did the writing instead of things unrelated to the test got grades.
ways to solve the problem	If students have no to write about their fears immediately, they can try it themselves at home or in the library.

Answer 1

【答案】nervousness/ anxiety；well；Worrying；costs；prevent/ stop/ keep；compared；considering；higher/better；Alternative/ Other/Optional；chance
【解析】本文是一篇記敘文，講述的是一位心理學(xué)教授對考前焦慮癥的學(xué)生的研究及幫助焦慮癥學(xué)生的方法。

⑴ 根據(jù)第一段中的”Sian Beilock has studied these highly anxious test-takers.“可知，本文主題是“克服測試的焦慮”。故填nervousness/ anxiety。

⑵ 根據(jù)第一段中的”Some students get so nervous before a test, they do poorly even if they know the material.“可知，此處填well。

⑶根據(jù)第二段中的”And when we worry, it actually uses up attention and memory resources.“可知，此處填worry，因這里作主語，故用動名詞，填Worrying。

⑷根據(jù)第二段中的”And when we worry, it actually uses up attention and memory resources.“可知，此處填costs。

⑸根據(jù)第四段中的”it prevents these thoughts from appearing suddenly when they're actually taking a test.“可知，此空填prevent/ stop/ keep。

⑹ 根據(jù)第七段中的”Professor Beilock says those who sat quietly scored an average of twelve percent worse on the second test. But the students who had written about their fears improved their performance by an average of five percent.“可知，此處填compared。compared with與……相比較。

⑺根據(jù)第八段中的”They told them before final exams either to write about their feelings or to think about things unrelated to the test.“可知，此處填considering。

⑻ 根據(jù)第八段中的”They told them before final exams either to write about their feelings or to think about things unrelated to the test.“可知，此處填higher/better。

⑼根據(jù)右邊的內(nèi)容可知，是“解決問題的供選擇的方法”。故填A(yù)lternative/ Other/Optional。

⑽根據(jù)最后一段中的”But what if students do not have a chance to write about their fears immediately before an exam or presentation?“可知，此處填chance。