Some students get so nervous before a test, they do poorly even if they know the material. Sian Beilock, a psychology professor at the University of Chicago in Illinois, has studied these highly anxious test-takers.
Sian Beilock says: “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 they worry, it actually uses up attention and memory resources. I talk about them as their cognitive(認(rèn)知的)horsepower that they 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. The researchers tested the idea on a group of 20 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 12 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.
The research shows that for students who are highly test-anxious, who’d done the writing intervention(介入), all of a sudden there was no relationship between test anxiety and performance. Those students most likely 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.
小題1:The purpose of the passage is         .
A.to build the confidence of the highly anxious test-takers
B.to introduce a research about the anxious test-takers
C.to improve the performance of the test-takers
D.to tell something about the highly anxious test-takers
小題2:The underlined word “them” in paragraph 2 refers to       .
A.a(chǎn)ttention and memory resources
B.worries about the consequences
C.concerns about the exam
D.cognitive horsepower
小題3:According to the research, the solution to the test anxiety is to       .
A.sit quietly before the exam
B.prepare well before the test
C.set their mind on happy memories
D.write about their feelings before the test
小題4:The result of the research suggests that         .
A.proper amount of burden may turn out to be a good thing
B.a(chǎn)voiding facing the problem may contribute to relaxation
C.facing the fears bravely may help one to achieve more
D.taking no action before difficulty may result in success

小題1:B
小題2:A
小題3:D
小題4:C
文章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。
小題1:事實(shí)細(xì)節(jié)題。根據(jù)文章第一段最后一句...., has studied these highly anxious test-takers.可知文字的目的是介紹這一研究。
小題2:事實(shí)細(xì)節(jié)題。根據(jù)文章第二段第三行“it actually uses up attention and memory resource.”結(jié)合后面一句可知them 指代的是這些注意和記憶的來源。而這些來源本來是可以集中于考試中的。
小題3:事實(shí)細(xì)節(jié)題。根據(jù)文章第三段第二句要在學(xué)生考前寫下他們對考試擔(dān)憂的內(nèi)容。
小題4:推理判斷題。文章倒數(shù)第二段最后一句話表明實(shí)驗(yàn)找到的對策對那些考前緊張的學(xué)生是由效果的。
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科目:高中英語 來源:不詳 題型:閱讀理解


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小題3:The underlined expression “scale them back” is closest in meaning to ______.
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B.Harli’s mother and brothers are worried about Marble King’s future.
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科目:高中英語 來源:不詳 題型:閱讀理解


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Everyone had a good laugh, and soon we were all telling stories of our most embarrassing moments. It came around to Frank, who sat quietly listening to the others. Someone said, “Come on, Frank. Tell us your most embarrassing moment.”
Frank laughed and began to tell us of his childhood. “I grew up in San Pedro. My Dad was a fisherman, and he loved the sea. He had his own boat, but it was hard making a living on the sea. He worked hard and would stay out until he caught enough to feed the family. Not just enough for our family, but also for his Mom and Dad and the other kids that were still at home.”
He looked at us and said, “I wish you could have met my Dad. He was a big man, and he was strong from pulling the nets and fighting the seas for his catch. When you got close to him, he smelled like the ocean. He would wear his old canvas, foul-weather coat and his bibbed overalls. His rain hat would be pulled down over his brow. No matter how much my mother washed them, they would still smell of the sea and of fish.”
Frank’s voice dropped a bit. “When the weather was bad he would drive me to school. He had this old truck that he used in his fishing business. That truck was older than he was. It would wheeze and rattle down the road. You could hear it coming for blocks. As he would drive toward the school, I would shrink (畏縮) down into the seat hoping to disappear. Half the time, he would slam to a stop and the old truck would belch (噴出) a cloud of smoke. He would pull right up in front, and it seemed like everybody would be standing around and watching. Then he would lean over and give me a big kiss on the cheek and tell me to be a good boy. It was so embarrassing for me. Here, I was twelve years old, and my Dad would lean over and kiss me goodbye!”
He paused and then went on, “I remember the day I decided I was too old for a goodbye kiss. When we got to the school and came to a stop, he had his usual big smile. He started to lean toward me, but I put my hand up and said, “No, Dad.” It was the first time I had ever talked to him that way, and he had this surprised look on his face. I said, “Dad, I’m too old for a goodbye kiss. I’m too old for any kind of kiss.” My Dad looked at me for the longest time, and his eyes started to tear up. Then he turned and looked out of the windshield(擋風(fēng)玻璃). “You’re right,” he said. “ You are a big boy....a man. I won’t kiss you anymore.”
Frank got a funny look on his face, and the tears began to well up in his eyes, as he spoke. “It wasn’t long after that when my Dad went to sea and never came back. It was a day when most of the fleet (船隊) stayed in, but not Dad. He had a big family to feed. They found his boat adrift with its nets half in and half out. He must have gotten into a strong wind and was trying to save the nets and the floats.”
I looked at Frank and saw that tears were running down his cheeks. Frank spoke again. “Guys, you don’t know what I would give to have my Dad give me just one more kiss on the cheek…to feel his rough old face… to smell the ocean on him… to feel his arm around my neck. I wish I had been a man then. If I had been a man, I would never have told my Dad I was too old for a goodbye kiss.”
小題1:When his father drove him to the school, Frank would shrink down into the seat hoping to disappear because ________.
A.he was ashamed of his father’s old truck
B.he didn’t want his schoolmates to see his father
C.he thought he was old enough to go to school alone
D.he hated the way his schoolmates stared at his father
小題2:According to the story we can conclude that Frank’s father ________.
A.was quite confident in his skills in fishing
B.loved his children but hardly expressed it
C.seldom gave up faced with challenges
D.was full of devotion to his family
小題3:By saying the sentence “I wish I had been a man then…”, Frank meant ________.
A.he was tired of his father kissing him goodbye
B.he deeply regretted what he had done to his father
C.he was then too young to refuse a goodbye kiss
D.he hoped that his father would forgive him
小題4:Which of the following may be the best title for this passage?
A.The Smell of the OceanB.We All Need Love
C.A Goodbye KissD.Father’s Embarrassment

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科目:高中英語 來源:不詳 題型:閱讀理解

In the fall of 1985.I was a bright-eyed girl heading off to Howard University, aiming at a legal career and dreaming of sitting on a Supreme Court bench somewhere.Twenty-one years later I am still a bright-eyed dreamer and one with quite a different tale to tell.
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You can imagine how fully occupied I became, raising four boys under the age of 8! Our home was a complete zoo---a joyous zoo.Not surprising, I never did make it back to college full-time.But I never gave up on the dream either.I had only one choice: to find a way.That meant talking as few as one class each semester.
The hardest part was feeling guilty about the time I spent away from the boys.They often wanted me to stay home with them.There certainly were times I wanted to quit, but I knew I should set an example for them to follow through the rest of their lives.
In 2007, I graduated from the University of North Carolina.It took me over 21 years to get my college degree!
I am not special, just single-minded.It always struck me that when you’re looking at a big challenge from the outside it looks huge, but when you’re in the midst of it, it just seems normal.Everything you want won’t arrive in your life on one day.It’s a process.Remember: little steps add up to big dreams.
小題1:When the author went to Howard University, her dream was to be         .
A.a(chǎn) writerB.a(chǎn) teacherC.a(chǎn) judgeD.a(chǎn) doctor
小題2:Why did the author quit school in her second year of college?
A.She wanted to study by herself.B.She fell in love and got married.
C.She suffered from a serious illness.D.She decided to look after her grandma.
小題3:What dose the author mostly want to tell us in the last paragraph?
A.Failure is the mother of success.B.Little by little ,one goes far.
C.Every coin has two sides.D.Well begun ,half done.
小題4:Which of the following can best describe the author ?
A.Caring and determined.B.Honest and responsible.
C.Ambitious and sensitive.D.Innocent and single-minded.

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