Some students get so nervous before a test; they do poorly even if they know the material. Sian Beilock has studied these highly anxious test­takers.

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 test­takers spend ten minutes writing about their worries about the test.

Sian 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 essence(本質(zhì)上)，it prevents these thoughts from popping up 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.

Prefessor Beilock says highly anxious students who did the writing got an average grade of B＋，compared to a B－ for those who did not.

Sian Beilock: “What we showed is that for students who are highly test­anxious，who'd done our writing intervention(排解)，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.

1.Which of the following is TRUE?

A．The result in the math test agrees with that in the biology test.

B．In the first math test, students who sat quietly performed better.

C．In the second math test, students who wrote about their feelings did worse.

D．Some college students are highly anxious test­takers while others are not in the tests.

2.What may happen if students have the problem of test anxiety?

A．Test anxiety is sure to cause students to fail the test.

B．Test anxiety can improve students' performance to some degree.

C．Students' attention and memory resources run out when worried.

D．Students may not be admitted into their favorite college if worried.

3.The result of the research suggests that ________.

A．proper amount of burden may turn out to be a good thing

B．facing the fears bravely may help one to achieve more

C．a(chǎn)voiding facing the problem may contribute to relaxation

D．taking no action before difficulty may result in success

4.What is the main idea of the passage?

A．It is important for students to overcome test anxiety.

B．Anxious students overcome test anxiety by writing down fears.

C．It is a common practice for students being worried before a test.

D．Being worried before tests does harm to students' performance.

We sometimes think global warming or climate change is a problem very far away from our lives, and that only the government needs to worry about it. But it's hardly possible to completely stay out of it ­ scientists are now 95 percent sure that humans have been the “dominant cause” of global warming trends since the 1950s.

One of the conclusions of a report released on Sept 27 by the United Nations says that human activities have caused global temperatures to rise by 0.89 0C between 1901 and 2012. That might not seem like a lot, but the truth is that a major part of that heat has been absorbed into the oceans, which is not surprising given that they cover two thirds of Earth's surface. Also, water has a much greater capacity (容量) to absorb heat than the air does, according to The Economist.　

While many greenhouse gases occur naturally and are needed to keep the Earth warm enough to support life, humans' use of fossil fuels is the main source of excess (多余的) greenhouse gases. According to CNN, by driving cars, using electricity produced by burning coal and oil or heating our homes with coal or natural gas, we release a large amount of greenhouse gases into the atmosphere.

Your body can barely feel a difference of 0.89 0C, but the Earth's ecosystems are so sensitive that even small changes can disturb them. It often starts with the smallest creatures at the bottom of the food chain, eventually affecting bigger animals, many of which could end up becoming extinct.

Global warming is also linked to an increase in extreme weather. A larger amount of carbon dioxide traps more energy inside the atmosphere. This changes the patterns of storms and rainfall in many regions and can lead to droughts and floods. Worse still, melting sea ice in warmer oceans is causing sea levels to rise at a speed of more than three millimeters per year, according to The Guardian, which also increases the risk of flooding.

“The report should serve as another wake­up call that our activities today have a profound impact on society, not only for us, but for many generations to come，” French Michel Jarraud, secretary­general of the World Meteorological Organization, said at a news conference.

1.The underlined word “dominant” in the first paragraph means “ ________”．

A. common　　　　 　　　B．indirect

C．secondary D．leading

2.Which of the following statements is TRUE according to the passage?

A．Greenhouse gases have been proven to harm merely the Earth .

B．There is little we can do to prevent global warming.

C．Global warming can increase the chances of droughts and floods.

D．The hugeness of oceans makes them better absorbers of heat than the air.

3.The rise in global temperatures between 1901 and 2012 ________.

A．is more harmful to smaller creatures than bigger ones

B．is not serious because most of the extra heat has been absorbed by the oceans

C．has made the Earth's ecosystems more sensitive to changes

D．is likely to cause many species to become extinct

4.What is Michel Jarraud's attitude toward the report released by the UN?

A．Negative. B．Supportive.

C．Doubtful. D．Uninterested.

It is a true story behind a well­known piece of art.

In a village near Nuremberg lived a family with eighteen children. Merely to keep food on the table, the father worked eighteen hours a day. Despite their ___ condition, two of the children had a dream to seek their talent for ____ but they knew well their father would never be able to send ____ of them to Nuremberg to study at the Academy.

The two boys finally worked out an agreement. They would toss (扔) a coin. The ____ would work in the nearby mines to support his brother. Albrecht ____ the toss and went off to Nuremberg. Albert went into the dangerous mines and, for the next four years, financed his brother, ____ work at the academy was almost a(n ) ____ success. Albecht's woodcut and oils were much ____ than those of his professors and he soon was earning considerable fees ____ his works.

When the young ____ returned home, the family held a festive dinner. Albrecht rose to toast to his beloved brother, “Now, Albert, it is your ____ to seek your dream and l will support you”．

All heads turned to the far end of the table, where Albert sat, tears streaming down his pale face, while he ____ and repeated, “No...no.” Finally, Albert rose and ____ the tears from his cheeks. He said softly, “I ____ go to Nuremberg, brother. It is too late for me. Look what four years in the mines have done to my hands! The bones in every finger have been smashed at least once, and I cannot even hold a glass to ____ your toast.”

Today, Albrecht's masterful works ____ in every great museum in the world, but chances are great ____ you, like most people, are familiar with only one of them. Albrecht drew his brother's abused hands with palms together and the ____ stretched skyward. He called it simply “Hands”， but the entire world almost immediately opened their hearts to his great masterpiece and ____ his tribute (敬意) of love “The Praying Hands”．

Next time you see that touching creation, take a second look. Let it be your reminder, if you still need one, that no one ever makes it ____！

1.A.hopeful　　　　 　　　B．lucky

C．disappointed D．hopeless

2.A.music B．a(chǎn)rt

C．mining D．farming

3.A.all B．both

C．each D．either

4.A.painter B．loser

C．winner D．failure

5.A.lost B．got

C．won D．beat

6.A.who B．his

C．whom D．whose

7.A.random B．immediate

C．a(chǎn)ttractive D．ordinary

8.A.smaller B．worse

C．faster D．better

9.A.for B．to

C．in D．a(chǎn)t

10.A.miner B．worker

C．a(chǎn)rtist D．professor

11.A.luck B．turn

C．move D．moment

12.A.sobbed B．nodded

C．smiled D．laughed

13.A.recovered B．swept

C．wiped D．handed

14.A.can't B．shouldn't

C．can D．should

15.A.hold B．return

C．move D．turn

16.A.hang B．represent

C．present D．visit

17.A.when B．that

C．which D．a(chǎn)s

18.A.figures B．hands

C．fingers D．a(chǎn)rms

19.A.said B．loved

C．renamed D．called

20.A.yet B．out

C．a(chǎn)lone D．before

A Simple Lesson

“Another bad day at school？” my father asked as I came into the room.

“How could you tell? I didn't shut the door heavily or anything，” I replied. Over the past two months I had either done this or thrown my backpack across the room every time I came home from school. Papa thinks it has something to do with moving to a new house.

“I know this move has been hard on you. Leaving your friends and cousins behind is tough，” Papa said, as he put his arm around my shoulder. “What you must remember is that, with a lot of hard work and some time, you will make new friends.”

“You don't know how hard it is. This year my baseball team would have won the championship. They won't even give me a chance to pitch (投球) here. All I get to play is right field, and that's the worst！”

Papa turned toward me. “Things will get better, I promise you. Let me ask you, do you know why you were named David Lorenzo？”

“Yes, your name is David and grandfather's name is Lorenzo.”

“Very good, and what makes your grandfather so important？”

“He was the first in the family to come to this country and all that，” I answered.

“That is only partly correct. Your grandfather was a very great man. In Mexico, he had been a teacher. When he came to America he could only get low­paid labor jobs because he didn't speak the language. It took him two years before he spoke English well enough to be allowed to teach here, but he did it. He never complained because he knew change could be difficult. Did he ever tell you that？” my father asked.

I looked down at my feet, ashamed at my behavior. “No. That must have been hard，” I said sheepishly.

“Your grandfather taught me that if you let people see your talent, they will accept you for who you are. I want you to always remember what my father taught me, even if it takes a few years for people to see who you are，” said Papa.

All I could say was, “Okay.” Then I asked, “What should I do now？”

Laughing, Papa said, “How about you pitch a few to me? You need some work.”

1.Why was the author unhappy that day?

A．Because he moved to a new country.

B．Because his baseball team lost the game.

C．Because he wasn't offered a chance to pitch.

D．Because he quarreled with his friends at school.

2.The father successfully changed his son's mood by ________.

A．a(chǎn)sking him to train harder

B．playing baseball with him

C．telling his grandfather's story

D．introducing him some new friends

3.The underlined word “sheepishly” probably means ________.

A．shyly　　　　　　　　B．patiently

C．clumsily D．cautiously

4.What can we infer about the author?

A．He thinks his father lives in the past.

B．He'd rather live with his grandfather.

C．He will continue to dislike school and everything.

D．He will try his best to adapt to the new environment.

Seven species of carp(鯉魚) native to Asia have been introduced into United States waters in recent decades, but it's four in particular－bighead, black, grass and silver－that worry ecologists, biologists, fishers and policymakers alike. Introduced in the southeast to help control weeds and parasites in aquaculture (水產(chǎn)養(yǎng)殖) operations, these fish soon spread up the Mississippi River system where they have been crowding out native fish populations not used to competing with such aggressive invaders. The carps' presence in such numbers is also harming water quality and killing off sensitive species.

Asian carp are strong to jump over barriers such as low dams. They lay hundreds of thousands of eggs at a time and spread into new habitat quickly and easily. Also, flooding has helped the fish expand into previously unattainable water bodies. And fishers using young carp as live bait have also helped the fish's spread, as they have boats going through locks up and down the Mississippi.

The federal government considers the Asian carps to be annoying species and encourages and supports “active control” by natural resources management agencies. Federal and state governments have spent millions in tax dollars to prevent the carp from making their way into the Great Lakes, but an underwater electric fence constructed to keep them out has not worked as well as hoped, and policymakers are reviewing other options now.

In the meantime, state and federal agencies are monitoring the Mississippi and its branches for Asian carp and testing various barrier technologies to prevent their further spread. For instance, the National Park Service is cooperating with the state of Minnesota's Department of Natural Resources to construct new dams that are high enough to prevent Asian carp from jumping over. The Asian Carp Regional Coordinating Committee has funded DNA monitoring in potentially affected water bodies whereby researchers can determine whether the troublesome fish are present just by the biological footprints they leave behind. Individuals can do their part by not transporting fish, bait or even water from one water body to another, and by emptying and washing boats before moving them between different water bodies.

1.Asian carp have been introduced to the USA in order to ________.

A．improve water quality

B．help sensitive species

C．control the number of native fishes

D．control the ecosystem in aquaculture

2.The measure to keep Asian carp out of the Great Lake but proved not good is ________.

A．testing various barrier technologies

B．construction of an underwater electric fence

C．Emptying and washing boats before using them.

D．monitoring the Mississippi and its branches for Asian carp

3.It is suggested from the passage that ________.

A．a(chǎn)quaculture operations are dangerous to the water bodies

B．scientific technology is useless in preventing Asian carp spreading

C．both the state and the individuals can make efforts to keep out Asian carp

D．Asian carp have successfully invaded the Mississippi and the Great Lakes

In her new book, “The Smartest Kids in the World”， Amanda Ripley, an investigative journalist, tells the story of Tom, a high­school student from Gettysburg, Pennsylvania, who decides to spend his senior year in Wroclaw, Poland. Poland is a surprising educational success story: in the past decade, the country raised students' test scores from significantly below average to well above it. Polish kids have now outscored American kids in math and science, even though Poland spends, on average, less than half as much per student as the United States does. One of the most striking differences between the high school Tom attended in Gettysburg and the one he ends up at in Wroclaw is that the latter has no football team or teams of any kind.

That American high schools spend more time and money on sports than on math is an old complaint. In December, when the latest Program for International Student Assessment (PISA) results are announced, it's safe to predict that American high­school students will once again show their limited skills in math and reading, outscored not just by students in Poland but also by students in places like China, Finland, Singapore, and Japan. Meanwhile, they will have played some very exciting football games, which will have been breathlessly written up in their hometown papers.

Why does this situation continue? Well, for one thing, kids like it. And for another, according to Ripley, parents seem to like the arrangement, too. She describes a tour she took of a school in Washington D．C., which costs thirty thousand dollars a year. The tour leader ­ a mother with three children in the school ­ was asked about the school's flaws (瑕疵). When she said that the math program was weak, none of the parents taking the tour reacted. When she said that the football program was weak, the parents suddenly became concerned. “Really？” one of them asked worriedly, “What do you mean？”

One of the ironies of the situation is that sports show what is possible. American kids' performance on the field shows just how well they can do when expectations are high. It's too bad that their_test_scores_show_the_same_thing._

1.Tom decides to spend his senior year in Poland because ________.

A．he intends to improve his scores

B．Polish kids are better at learning

C．sports are not supported at schools in Gettysburg

D．he wants to be the smartest kid in the world

2.According to Paragraph 2, we know that ________.

A．PISA plays a very important role in America

B．little time is spent on sports in Japanese schools

C．American students do better in both math and sports

D．too much importance is placed on sports in America

3.The underlined sentence in the last paragraph means ________.

A．low expectations result in American students' poor PISA performance

B．high expectations push up American students' academic performance

C．American students' academic performance worries their parents a lot

D．lacking practice contributes to American students' average performance

4.The purpose of this article is to ________.

A．compare Polish schools with those in America

B．call on American schools to learn from the Polish model

C．draw public attention to a weakness in American school tradition

D．explain what is wrong with American schools and provide solutions

I lost my sight when I was four years old by falling off a box car in a goods yard in Atlantic City and landing on my head. Now I can dimly remember the brightness of sunshine and what color red is. It would be wonderful to see again, but a calamity(大災(zāi)難) can do strange things to people. It occurred to me the other day that I might not have come to love life as I do if I hadn't been blind. I believe in life now. I am not so sure that I would have believed in it so deeply, otherwise. I don't mean that I would prefer to go without my eyes. I simply mean that the loss of them made me appreciate the more what I had left.

Life, I believe, asks a continuous series of adjustments to reality. In spite of the fact the adjustment is never easy, I had my parents and teachers to help. The hardest lesson I had to learn was to believe in myself. If I hadn't been able to do that, I would have collapsed and become a chair rocker on the front porch for the rest of my life. When I say belief in myself I am not talking about simply the kind of self confidence that helps me down an unfamiliar staircase alone. That is part of it. But I mean something bigger than that: an assurance that I am, despite imperfections, a real, positive person; that there is a special place where I can make myself fit.

It took me years to discover and strengthen this assurance. It had to start with the most elementary things. Once a man gave me an indoor baseball. I thought he was laughing at me and I was hurt. “I can't use this.” I said. “Take it with you，” he urged me, “and roll it around.” The words stuck in my head. “Roll it around！” By rolling the ball I could hear where it went. This gave me an idea how to achieve a goal I had thought impossible: playing baseball.

All my life I have set ahead of me a series of goals and then tried to reach them, one at a time. I had to learn my limitations. It was no good to try for something that I knew at the start was wildly out of reach because that only invited the bitterness of failure. I would fail sometimes anyway but on the average I made progress.

1.We can learn from the beginning of the passage that ________.

A．the author lost his sight because of a car crash

B．the author wouldn't love life if the calamity didn't happen

C．the calamity made the author appreciate what he had

D．the calamity strengthened the author's desire to see

2.What's the most difficult thing for the author?

A．How to adjust himself to reality

B．Building up assurance that he can find his place in life

C．Learning to manage his life alone

D．To find a special work that suits the author

3.For the author, the baseball and encouragement offered by the man ________.

A．hurt the author's feeling

B．made the author puzzled

C．directly led to the change of the author's career

D．inspired the author

4.According to the passage, the author ________.

A．set goals for himself but only invited failure most of the time

B．thought that nothing was impossible for him

C．was discouraged from trying something out of reach for fear of failure

D．suggested not trying something beyond one's ability at the beginning

I lost my sight when I was four years old by falling off a box car in a yard in Atlantic City and landing on my head.Now I am thirty­two.I can ____ remember the brightness of sunshine and what red color is.It would be wonderful to see again, ____ a disaster can do strange things to people.

It occurred to me the other day that I might not have come to ____ life as I do if I hadn't been blind. I believe in life now.I am not so sure that I would have believed in it so deeply, ____. I don't mean that I would prefer to go without my eyes. I simply mean that the loss of them made me ____ the more what I had left.

The hardest lesson I had to learn was to believe in myself.That was ____. If I hadn't been able to do that, I would have ____ and become a chair rocker for the rest of my life.When I say ____ in myself I am not talking about simply the kind of self­confidence that helps me down a(n) ____ staircase alone.That is part of it.But I mean something ____ than that: an assurance that there is a special place where I can make myself fit.

It took me years to discover and ____ this assurance.It had to start with the most elementary things.Once a man gave me an indoor baseball, I thought he was laughing at me and I was ____.“I can't use this，” “I said. Take it with you；” he ____ me.“and roll it around.” The words ____ in my head. “Roll it around！” By rolling the ball I could ____ where it went.This gave me an idea how to achieve a goal I had thought ____： playing baseball.At Philadelphia's Overbrook School for the Blind I ____ a successful variation of baseball. We called it ground ball.

All my life I have set ahead of me a series of ____ and then tried to reach them, one at a time.I had to learn my ____. It was no good trying for something I knew at the start was wildly out of reach because that only invited the bitterness of failure. I would fail sometimes anyway but on the average I made ____.

1.A.entirely B．nearly

C．vaguely D．simply

2.A.and B．but

C．so D．for

3.A.assess B．fear

C．enrich D．love

4.A.otherwise B．therefore

C．however D．besides

5.A.understand B．a(chǎn)ppreciate

C．possess D．a(chǎn)ccept

6.A.enough B．specific

C．tough D．basic

7.A.survived B．escaped

C．collapsed D．sacrificed

8.A.hope B．power

C．courage D．belief

9.A.unfamiliar B．unbelievable

C．unexpected D．uncomfortable

10.A.harder B．bigger

C．warmer D．heavier

11.A.weaken B．strengthen

C．sharpen D．brighten

12.A.upset B．flattered

C．a(chǎn)shamed D．hurt

13.A.urged B．promised

C．convinced D．a(chǎn)dvised

14.A.flashed B．a(chǎn)ppeared

C．stuck D．crowded

15.A.notice B．hear

C．smell D．touch

16.A.impossible B．important

C．imaginary D．impressive

17.A.produced B．imitated

C．invented D．spotted

18.A.goals B．efforts

C．directions D．barriers

19.A.challenges B．strengths

C．situations D．limitations

20.A.history B．change

C．progress D．sense

The Great Barn Adventure

One morning when I was 11, I explored the town's abandoned round grain barn(谷倉). I found a chained sliding door that was wide enough for me to pass through.

Inside, there was a heavy smell of dead mice in the dark. After my eyes adjusted, I noticed a shaft (升降機井) that rose all the way to the top of the barn. On one side was a one­man elevator with a long rope and roller.

I stepped onto the platform and gave the rope a drag and the elevator began sliding up the shaft, but stopped halfway. After a brief panic attack, I noticed holes in the wall at regular intervals, forming a ladder. For reasons known only to an 11­year­old, I decided it would be better to go up than down. So, with shaking hands, I began climbing the wall.

After what seemed like forever, I reached the top of the shaft. I stood up, dusted myself off and found…absolutely nothing of interest. It was just an empty room with a ladder leading up to the roof. I climbed all the way up here for this? Then I noticed a fire extinguisher(滅火器)，which I'd always wanted to shoot off. So this was the chance of a lifetime. I tried it, and, much to my surprise, the thing worked! It shot out a thick cloud of powder that instantly filled the room. I couldn't breathe. I was going to choke to death, and they'd probably never even find my body.

Luckily, I remembered the ladder to the roof. I climbed up, popped the straw roof and saw a bright blue sky.

I suddenly realized the dust and powder pouring out of the top could draw attention. So when the dust had settled, I climbed down and slipped out of the chained door. I'm not sure if I was more excited about being alive or about not being caught, but I ran all the way back home.

1.When the author got inside the barn, he ________.

A．noticed a man on the elevator

B．opened the chained sliding door

C．saw many dead mice in the dark

D．found a shaft leading to the top

2.Which of the following is the right order of the author's adventure?

a. The elevator stopped halfway.

b. He entered the round grain barn.

c. He climbed to the top of the shaft.

d. He found a fire extinguisher and shot it off.

A．b－a－c－d　　　　　　B．a(chǎn)－c－b－d

C．c－a－d－b D．b－c－a－d

3.After getting out of the chained door, the author might feel ________.

A．inspired B．relieved

C．surprised D．disappointed

Password (密碼) strength has been a topic about the Internet lately. I have seen lots of clever methods for generating and remembering strong passwords. Some are better than others, but in my opinion, none are adequate. Here's the problem: It doesn't matter how strong your passwords are if you use the same one on multiple sites. All it takes is for a site to get hacked(侵入), like Gawker media, or even Sony did, and now your super­strong password has been stolen, and every site on which you used that password has been accessed.

So, the bottom line is that no matter how strong your passwords are, and no matter what clever tricks you use to help you remember them, if you surf internet often, the only truly secure password system is what you need.

Enter LastPass. It's not the only password manager out there, but I like it the best. You create ONE strong password that you have to memorize and use it to access your LastPass database. The LastPass database is stored online, on LastPass's servers. LastPass recognizes the site you're on and automatically logs you in (after, optionally, asking you to re­enter your master password). LastPass also has automatic form fill and automatic password generation. This means that you can have a different, unique, very strong password for every site you log into, but you only have to remember one master password. It's the best of both worlds.

One argument against LastPass is that if their database is attacked, then all of your sites are in danger, and that's true, but given that their entire line of work is keeping that information safe, I'm willing to take that chance. The alternative is rolling dice(擲骰子) or picking phrases to create passwords, writing all of them down on a piece of paper or something, and then having to manually type them in when I go to a site. A terrible mess.

There is a free version of LastPass, with some additional features unlocked if you pay a $12 a year subscription.

­Joshua Bardwell

1.The writer thinks using the same password everywhere is ________.

A．dangerous B．convenient

C．a(chǎn)ppropriate D．a(chǎn)dequate

2.When using Lastpass, users have to remember ________.

A．a(chǎn)ll passwords used

B．the last password

C．unique password each time

D．the master password only

3.Critics are against Lastpass because ________.

A．they have better ways to create password

B．they think rolling dice is more convenient

C．they have no faith in Lastpass database's safety

D．Gawker media and Lastpass were hacked once

4.Joshua Bardwell writes the passage to ________.

A．share his experience

B．introduce a product of good quality

C．a(chǎn)dvertise his product

D．teach how to use a new product