One night, a young school teacher had a dream．In his dream, an angel appeared and said to him, "You will be given a child who will grow up to become a world 26 ．How will you prepare him so that he will realize his 27 , grow in confidence, be open-minded, and strong in character? In short, what kind of 28 will you provide so that he can become one of the truly 29 leaders?"

The young teacher 30 in a cold sweat．It had never 31 to him before --- any one of his present or future students could be the person 32 in his dream．Was he preparing them to 33 to any position which they want? He thought, "How might my 34 change if I knew that one of my students was this person?" He 35 began to develop a plan in his mind．

His teaching 36．Every young person who walked through his 37 became, for him, a future world leader．He saw each one, not as they were, but as they could be．He 38 the best from his students, yet tempered （使缓和） it with compassion （同情）．He taught each one 39 the future of the world depended on his instruction．

After many years, a man he taught rose to a 40 of world prominence （著名）．Of all the various teachers in his life, he was the 41 ．

Children are 42 messages we send to a time and place we will never see．Believe that one child's 43 may depend upon influence only you can provide, and something remarkable will 44 ．For no young person will ever be 45 to you again．And you will never be the same．

26．A．businessman B．teacher C．leader D．doctor

27．A．intelligence B．wealth C．memory D．name

28．A．food　　　　　　 B．education C．stage D．power

29．A．polite B．rich C．brave D．great

30．A．nodded B．stopped C．awoke D．stood

31．A．shown B．turned C．given D．occurred

32．A．described B．reported C．saved D．born

33．A．lead　　　　　　 B．rise C．point D．stick

34．A．appearance　　　 B．teaching C．accent D．driving

35．A．possibly B．immediate C．regular D．gradually

36．A．stayed　　　　　 B．changed C．formed D．paused

37．A．classroom　　　 B．village C．company D．dream

38．A．accepted　　　　 B．took C．expected D．kept

39．A．unless　　　　　 B．because C．only if D．as if

40．A．type B．position C．cause D．case

41．A．best B．smartest C．strongest D．busiest

42．A．strange B．short C．living D．flying

43．A．nationality B．habit C．grade D．future

44．A．break B．happen C．end D．return

45．A．ordinary B．similar C．important D．familiar

Sometimes things happen beyond expectation. A 10-year-old boy decided to study Judo（柔道） __36__ he had lost his left arm in a car accident. He began his __37__ with an old Japanese Judo teacher. He was doing well, but he could not __38__ why the teacher had taught him only one move for quite a long time.

“Sir,” the boy finally said, “I think I should __39__ more moves.”

“But this is the __40__ move you will ever need to know,” the master replied.

Not quite understanding, the boy kept __41__. Several months later, the teacher __42__ the boy to his first tournament（锦标赛）. __43__ himself, the boy easily won his first two matches. The third match proved to be more __44__. However, after some time, the opponent（对手） became impatient. The boy used his one move to __45__ the match. Now the boy was in the finals.

This time, his opponent was bigger, stronger and more __46__. Concerned that the boy might get __47__, the referee(裁判) wanted to stop the match.

“No,” the teacher __48__, “let him continue.”

Soon his opponent made a mistake. __49__ the boy used his move to attack him. The boy won the match and became the champion.

On the way home, the boy and the teacher __50__ every move in every match. Then the boy asked __51__was really on his mind. “How did I win the tournament __52__ only one move?”

“You won for two reasons,” the teacher answered. “First, you’ve __53__ one of the most difficult moves in Judo. And second, the only known __54__ for that move is to grasp your left arm. But you’ve lost it.” The boy’s biggest __55__ had become his biggest strength.

Anne Whitney, a sophomore(二年级学生) at Colorado State University, first had a problem taking tests when she began college. "I was always well prepared for my tests. Sometimes I studied for weeks before a test. Yet I would go in to take the test, only to find I could not answer the questions correctly. I would blank out because of nervousness and fear. I couldn’t think of the answer. My low grades on the tests did not show what I knew to the teacher ."  Another student in microbiology and similar experiences. He said ,"My first chemistry test was very difficult. Then, on the second test, I sat down to take it, and I was so nervous that I was shaking. My hands were moving up and down so quickly that it was hard to hold my pencil. I knew the material and I knew the answers. Yet I couldn’t even write them down!"
These two young students were experiencing something called test anxiety. Because a student worries and it uneasy about a test, his or her mind does not work as well as it usually does. The student can’t write or think clearly because of the extreme tension and nervousness. Although poor grades are often a result of poor study habits, sometimes test anxiety causes the low grades. Recently, test anxiety had been recognized as a real problem, not just an excuse or a false explanation of lazy students.
Special university counseling courses try to help students. In these courses, counselors try to help students by teaching them how to manage test anxiety .At some universities, students take tests to measure their anxiety. If the tests show their anxiety is high, the students can take short courses to help them deal with their tension. These courses teach students how to relax their bodies .Students are trained to become calm in very tense situations. By controlling their nervousness, they can let their minds work at ease .Learned information then comes out without difficulty on a test.
An expert at the University of California explains. "With almost all students, relaxation and less stress are felt after taking out program .Most of then experience better control during their tests. Almost all have some improvement. With some, the improvement is very great."
【小题1】To "blank out" is probably______.

Anne Whitney, a sophomore(二年级学生) at Colorado State University, first had a problem taking tests when she began college. "I was always well prepared for my tests. Sometimes I studied for weeks before a test. Yet I would go in to take the test, only to find I could not answer the questions correctly. I would blank out because of nervousness and fear. I couldn't think of the answer. My low grades on the tests did not show what I knew to the teacher ."  Another student in microbiology and similar experiences. He said ,"My first chemistry test was very difficult. Then, on the second test, I sat down to take it, and I was so nervous that I was shaking. My hands were moving up and down so quickly that it was hard to hold my pencil. I knew the material and I knew the answers. Yet I couldn't even write them down!"

 These two young students were experiencing something called test anxiety. Because a student worries and it uneasy about a test, his or her mind does not work as well as it usually does. The student can't write or think clearly because of the extreme tension and nervousness. Although poor grades are often a result of poor study habits, sometimes test anxiety causes the low grades. Recently, test anxiety had been recognized as a real problem, not just an excuse or a false explanation of lazy students.

  Special university counseling courses try to help students. In these courses, counselors try to help students by teaching them how to manage test anxiety .At some universities, students take tests to measure their anxiety. If the tests show their anxiety is high, the students can take short courses to help them deal with their tension. These courses teach students how to relax their bodies .Students are trained to become calm in very tense situations. By controlling their nervousness, they can let their minds work at ease .Learned information then comes out without difficulty on a test.

  An expert at the University of California explains. "With almost all students, relaxation and less stress are felt after taking out program .Most of then experience better control during their tests. Almost all have some improvement. With some, the improvement is very great."

1.To "blank out" is probably______.

A. to be like a blanket                      B. to be sure of an answer

C. to be unable to think clearly               D. to show knowledge to the teacher

2.Poor grades are usually the result of _______.

A. poor hygienic(卫生的) habits            B. laziness

C. lack of sleep                          D. being unable to form good study habits

3.Test anxiety has been recognized as _______.

A. an excuse for laziness                  B. the result of poor habits

C. a real problem                        D. something that can't be changed

4.To deal with this problem, students say they want to ______.

A .take a short course on anxiety           

B read about anxiety

C. be able to manage or understand their anxiety

  D take test to prove they are not anxiety

5.A University of California counselor said_______.

A. all students could overcome the anxiety after taking a special test anxiety program

B. almost all students felt less stress after taking a University of California counseling course

C. students found it difficult to improve even though they had taken a special test anxiety course

D. students found it easy to relax as soon as they entered a University of California counseling course

Anne Whitney, a sophomore (大学二年级学生) at Colorado State University, first had a problem taking tests when she began college. "I was always well prepared for my tests. Sometimes I studied for weeks before a test. Yet I would go in to take the test, only to find I could not answer the questions correctly. I would blank out because of nervousness and fear. I couldn't think of the answer. My low grades on the tests did not show what I knew to the teacher. “Another student in biology had similar experiences. He said, "My first chemistry test was very difficult. Then, on the second test, I sat down to take it, and I was so nervous that I was shaking. My hands were moving up and down so quickly that it was hard to hold my pencil. I knew the material and I knew the answers. Yet I couldn't even write them down!"

　　These two young students were experiencing something called test anxiety. Because a student worries and is uneasy 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 extreme tension and nervousness. Contrary to people’s common belief that poor grades are often a result of poor study habits, sometimes test anxiety plays a role in students’ achieving low grades. Recently, test anxiety has been recognized as a real problem, not just an excuse or a false explanation of lazy students.

　　Special university advising courses try to help students. In these courses, advisors try to help students by teaching them how to manage test anxiety. At some universities, students take tests to measure their anxiety. If the tests show their anxiety is high, the students can take short courses to help them deal with their tensions. These courses teach students how to relax their bodies. Students are trained to become calm in very tense situations. By controlling their nervousness, they can let their minds work at ease. Learned information then comes out without difficulty on a test.

　　An expert at the University of California explains, " With almost all students, relaxation and less stress are felt after taking our program. Most of them experience better control during their tests. Almost all have some improvement. With some, the improvement is very great. "

1.To "blank out" is probably______.

A．to be like a blanket                      B．to be sure of an answer

C．to be unable to think clearly               D．to show knowledge to the teacher

2.Poor grades are usually believed to be the result of______.

A．poor sleeping habit                      B．laziness

C．test anxiety                            D．inability to form good study habits

3.Test anxiety has been recognized as______.

A．an excuse for laziness                    B．the result of poor study habits

C．a real problem                          D．something that cannot be changed

4.A University of California advisor said______.

A．all students could overcome the anxiety after taking a special test anxiety program

B．almost all students felt less stress after taking a University of California advising course

C．students found it difficult to improve even though they had taken a special test anxiety course

D．students found it easy to relax as soon as they entered a University of California advising course