题目内容

Test anxiety is actually a type of performance anxiety. Performance anxiety is that a person feels worried about how he or she will perform, especially when it’s really important. For example, you might feel performance anxiety when you’re trying out for the school band or for the basketball team.

When you’re taking a test, you might feel “butterflies,” a stomachache, or a tension headache. Some people might feel shaky, sweaty, or feel their heart beating quickly as they wait for the test to be given out. A student with really strong test anxiety may even feel he or she might pass out or throw up.

Sound familiar? You’re not alone. Ask other people and you’ll find that just about all people adults or teenagers, feel some anxiety before a test. In fact, a small dose of anxiety can be helpful, keeping you sharp and focused. But when your symptoms（症状）take over so that you can’t function or when you’re so anxious that you feel sick, you might not be able to do your best.

Of course, if you didn’t study for the test, you might be worried-and for good reason. That kind of anxiety isn’t as easy to tackle because even if you find a way to  calm down, you still might not know what the tight answers are. When you are prepared for a test and you get a handle on your anxiety, you’ll be ale to let your knowledge shine and score a good grade.

 

55. Which one of the following is NOT the result of test anxiety?

A. Sweaty   B. Nervous.   C. Shaky   D. Calm.

56. We can learn from this passage that _______.

A. a student with strong test anxiety must feel sick

B. actually only a few people feel test anxiety

C. it may be helpful to have a small amount of anxiety

D. if you feel a lot of anxiety you can get a good result

57. You may feel test anxiety if _____.

A. you are not well prepared for the test

B. there is something wrong with your body

C. you are not clever enough to work out all the problems

D. you can’t keep yourself focused all the time

58. Which can be the best title of the passage?

A. Anxiety is useful        B. Performance anxiety

C. All kinds of anxiety    D. Test anxiety

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Doreen Sykora is now a junior at McGill University. She had a difficult time when she first began college. She said, “I was always well prepared for my examinations. But when I go into class to take the exam, I would fall apart. I could just blank out because of nervousness and fear.” Hitoshi Sakamoto, an anthropology(人类学) student at Temple University in Tokyo reports similar experiences.

These two young students were experiencing something called test anxiety. Because a student worries and is stressed(加压力于) about a test, his or her mind does not work as well as it usually does. The student cannot write or think clearly because of the severe tension and nervousness.

Now there are special university courses to help students. In these courses, advisors and psychologists try to help students by teaching them to manage test anxiety. Such a course helps students learn to live with stress and not fail because of it. First students take a practice test to measure their worry level. If the tests show that their stress level is high, the students can take a short course to manage the fear. These courses teach students how to relax their bodies. They get training to become calm in very tense situations. By controlling their nervousness, they can let their minds work more easily. Learned information then comes out without difficulty on a test.

Doreen Sykora saw immediate results after taking such a course. She now has enthusiasm about the relaxation methods. “Mostly, what I do is imagine myself in a very calm place. Then I imagine myself picking up a pencil. I move slowly and carefully. I breathe easily and let all the tension out. With each breath, more worry leaves me. It really works too. My grades have improved greatly! I’m really doing well at McGill now. This relaxation method works not only on examinations, but it has improved the rest of my life as well.”

For Hitoshi in Tokyo, the results were much the same. He is enjoying school a lot more and learning more.

1. What is the similarity between Doreen Sykora and Hitoshi Sakamoto?

A. They are students from the same university.

B. They failed in all the examinations.

C. They both had experiences of test anxiety.

D. They both had the same poor studying habits.

2. The phrase “blank out” in Paragraph 1 refers to “_______.”

A. lose interest in the exam           B. refuse to take the exam

C. get an extra paper                  D. be unable to think clearly

3. What’s the purpose of some special university student-help courses?

　　A. To help students to reduce test anxiety.   

　　B. To show a stress level experienced by students.

　　C. To learn more knowledge about test anxiety.

　　D. To have a better understanding of test anxiety.

根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。

A major source of teen stress is school exams, and test anxiety is not uncommon. When you recognize your teen is under stress, how can parents help your teen stay calm before an exam?

Be involved. Parents need to be involved in their teen’s work. ____What they look for is your presence — to talk, to cry, or simply to sit with them quietly. Communicate openly with your teen. Encourage your teen to express her worries and fears, but don’t let them focus on those fears.

Help them get organized. _____ Together , you and your teen can work out a time—table in which she can study for what she knows will be on the test.

Provide a calm setting. Help your teen set up a quiet place to study and protect his privacy. Give them a nutritious diet. It is important for your teen to eat a healthy, balanced diet during exam times to focus and do her best.  ______  If this happens, encourage your teen to eat light meals or sandwiches. A healthy diet, rather than junk food, is best for reducing stress.

________ Persuade your teenager to get some sleep and /or do something active when she needs a real break from studying. Making time for relaxation, fun, and exercise are all important in reducing stress. Help your teen balance her time so that she will feel comfortable taking time out from studying to spend time with friends or rest.

Show a positive attitude.  ________ Your panic, anxiety and blame contribute to your teen’s pressure. Make your teen feel accepted and valued for her efforts. Most importantly, reassure your teen that things will be all right , no matter what the results are.

A. A parent’s attitude will dictate their teen’s emotions.

B. Exam stress can make some teens lose their appetite.

C. They will only make the situation worse.

D. Encourage your teen to relax.

E. The best thing is simply to listen.

F. Help your teen think about what she has to study and plan accordingly.

G. Your teen may also make negative comments about themselve

高考在即，你发现班级中有的同学的压力很大，平时不眠不休拼命做题。请在校英语报上，就此话题，结合自己的经历，写一篇100-120个词的短文，向大家宣传正确的应试态度和做法。
1. 指出他们的不对之处；
2. 告知压力过大的危害；
3. 结合自身经验，提出建议。
We Should Lesson the Test Anxiety

根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。
Are you suffering a lot from test anxiety? Follow these tips to help you overcome it.
  1     Prepare for the test by developing good study notes. Pick out the main points of the information or follow a study sheet from the teacher. Know the who, what, when, where, why and how of any main ideas.
Pick out the key words in the main points. Write a very short description of each point next to the key words. You will now have two sets of study notes.     2     Use the second to review right before the test.
Teach yourself little memory tricks. Some people use mnemonic（助记符号）devices to remember facts. If there is a list of information, take the first letter of each word and make an interesting saying.
  3     Some people read all the questions first and then begin working. Others start with the first question and don’t look at the rest. They skip any hard questions and come back to them later.
Do some relaxation exercises like deep breathing. Some anxiety is normal going into a test.
 
  4    
Review the material one last time right before bed. We often remember things that we read or think about right before going to sleep.
   5     Make sure you go to bed early enough the night before the test. It is very difficult to remember anything when you are overtired.

A．Work out a plan ahead.
B．Get a good night's sleep.
C．Pay attention to the proper order of answering the questions.
D．Use the first detailed set to study the material.
E. Learn to develop a strategy for taking the test.
F. Always get as much sleep as possible.
G. Breathing deeply helps you calm yourself and concentrate on the test

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.

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 had as they might think it was before and, in essence(本质上), 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 test-anxious, who’d done our writing intervention, 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.What may happen if students have the problem of test anxiety?

A．Test anxiety can improve students’ performance to some degree.

B．Students’ attention and memory resources run out when worried.

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

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

2.Which of the following if TRUE?

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

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

C．Some college students are highly anxious test-takers while others are not in the tests.

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

3.What does the underlined phrase “popping up” mean?

A．Giving out         B．Fading away        C．Becoming clearly    D．Appearing suddenly

4.what is most probably Sian Beilock?

A．A psychology professor.                  B．A philosophy researcher.

C．A politics professor                      D．A tutor

5.What is the main idea of the passage?

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

B．Being worried before tests does harm to students’ performance.

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

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

 

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