What is Math Anxiety?
Math anxiety or fear of math is actually quite common. Math anxiety is quite   36 to stage-fright. Why does someone suffer   37 ? Fear of something going wrong in front of a crowd? Fear of   38 the lines? Fear of being judged   39 ? Fear of going completely blank? Math anxiety conjures(使现出) up fear of some type. The fear that one won’t be able to do the   40 or the fear that it’s too hard or the fear of failure which often stems(起因于) from having a lack of  41 . For the most part, math anxiety is the   42 about doing the math right, our minds draw a   43 and we think we’ll fail and of course the more frustrated and anxious our minds become, the  44 the chance for drawing blanks. Added pressure of having time limits on math tests and exams also cause the levels of anxiety to grow for many students.
Where Does Math Anxiety Come From?
Usually math anxiety stems(起源于) from   45 experiences in mathematics. Typically math phobias(恐慌症) have had math presented in such a fashion that it led to limited understanding. Unfortunately, math anxiety is often   46  poor teaching and poor experiences in math which typically leads to math  47 . Many of the students I’ve encountered with math anxiety have demonstrated an over reliance on procedures in math as opposed to actually understanding the math. When one tries to memorize procedures, rules and routines without much   48 , the math is quickly forgotten and   49 soon sets in. Think about your experiences with one concept — the division of fractions(分数). You probably learned about reciprocals(倒数) and inverses. In other words, ‘It’s not yours to reason why, just invert(反转) and multiply(乘)’. Well, you memorized the rule and it   50  . Why does it work? Do you really understand why it works? Did anyone ever use pizzas or math manipulative(巧妙处理的) to show you why it works? If   51  , you simply memorized the procedure and that was that. Think of math as memorizing all the procedures —   52 if you forget a few? Therefore, with this type of strategy, a good  53 will help, but, what if you don’t have a good memory. Understanding the math is critical. Once students   54 they can do the math, the whole notion of math anxiety can be overcome. Teachers and parents have an important   55 to ensure students understand the math being presented to them.

第二节书面表达（共1题，满分25分）

假设你是李华，你的表哥张明参加大学生合唱团(choir)到纽约演出，你跟他联系不上，有些担心。请你給负责接待的David发一封email,询问他的情况，内容包括：

1. 是否安全抵达          2. 生活情况          3. 演出计划          4. 请表哥尽快跟你联系

注意:     1. 词数100左右;  2. 可适当增加细节，使行文连贯;     3. 开头语已为你写好。

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Dear David,

I'm Li Hua and I’m writing to confirm whether my cousin Zhang Ming is well in New York._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Yours,

Li Hua

The economy of the United States after 1952 was the economy of a well-fed, almost fully employed people. Despite occasional alarms, the country escaped any postwar depression and lived in a state of boom. An economic survey of the year 1955, a typical year of the 1950’s, may be typical as illustrating the rapid economic growth of the decade. The national output was value at 10 percent above that of 1954 (1955 output was estimated at 392 billion dollars). The production of manufacturers was about 40 percent more than it had averaged in the years immediately following World War 2. The country’s business spent about 30billion dollars for new factories and machinery. National income available for spending was almost a third greater than it had been it had been in 1950. Consumers spent about 256 billion dollars; that is about 700 million dollars a day or about twenty-five million dollars every hour, all round the clock. Sixty-five million people held jobs and only a little more than two million wanted jobs but could not find them.
Only agriculture complained that it was not sharing in the room. To some observers this was an ominous echo of the mid 1920’s. As farmer’s share of their products declined, marketing costs rose. But there were, among the observers of the national economy, a few who were not as confident as the majority. Those few seemed to fear that the boom could not last and would eventually lead to the opposite-depression.
72. What is the best title of the passage?
A) The Agricultural Trends of 1950’s
B) The Unemployment Rate of 1950’s
C) U.S. Economy in the 50’s
D) The Federal Budget of 1952
73. In Line 4, the word “boom” could best be replaced by______.
A) nearby explosion
B) thunderous noise
C) general public support
D) rapid economic growth
74. Which of the following were LEAST satisfied with the national economy in the 1950’s?
A) Economists
B) Framers
C) Politicians
D) Steelworkers
75. The passage states that income available for spending in the U.S. was greater in 1955 than in 1950. How much was it?
A) 60％
B) 50％
C) 33％
D) 90％

Speeding off in a stolen car, the thief thinks he has got a great catch．But he is in for an unwelcome surprise．The car is fitted with a remote immobilizer, and a radio signal from a control centre miles away will ensure that once the thief switches the engine off, he will not be able to start it again．

The idea goes like this．A control box fitted to the car contains a mini-cellphone, a micro-processor and memory, and a GPS （全球定位系统） satellite positioning receiver．If the car is stolen, a coded （编码的） cellphone signal will tell the control centre to block the vehicle’s engine management system and prevent the engine being restarted．

In the UK, a set of technical fixes is already making life harder for car thieves．“The_pattern_of_vehicle_crime_has_changed,” says Martyn Randall, a security expert．He says it would only take him a few minutes to teach a person how to steal a car, using a bare minimum of tools．But only if the car is more than 10 years old．

Modern cars are far tougher to steal, as their engine management computer won’t allow them to start unless they receive a unique ID code sent out by the ignition （点火） key．In the UK, technologies like this have helped achieve a 31% drop in vehicle-related crime since 1997．

But determined criminals are still managing to find other ways to steal cars, often by getting hold of the owner’s keys．And key theft is responsible for 40% of the thefts of vehicles fitted with a tracking system．

If the car travels 100 metres without the driver confirming their ID, the system will send a signal to an operations centre that it has been stolen．The hundred metres minimum avoids false alarms due to inaccuracies in the GPS signal．

Staff at the centre will then contact the owner to confirm that the car really is missing, and keep police informed of the vehicle’s movements via the car’s GPS unit．

The remote immobilizer is fitted to a car to ________．

       A．prevent car theft by sending a radio signal to the car owner

       B．help the police make a surprise attack on the car thief

       C．prevent the car thief from restarting it once it stops

       D．allow the car to lock automatically when stolen

By saying “The pattern of vehicle crime has changed”, Martyn Randall suggests that ________．

       A．it takes a longer time for the car thief to do the stealing

       B．self-prepared tools are no longer enough for car theft

       C．the thief has to make use of computer technology

       D．the thief has lost interest in stealing cars over 10 years old

________ is necessary in making a modern car tougher to steal．

       A．A coded ignition key          B．A unique ID card

       C．A special cellphone signal         D．A GPS satellite positioning receiver

The operations centre will first ________ after receiving an alarm．

       A．start the tracking system  B．contact the car owner

       C．block the car engine D．locate the missing car