题目内容
【题目】综合填空。阅读短文，根据短文内容及首字母提示，在空白处填入一个适当的单词。
Years ago in Scotland, the Clark family had a dream. The couple worked and saved, making p for their nine children and themselves to travel to the USA. It had taken years before they saved enough money and got everything r for the trip.
The whole family was excited about their new life. However, seven days b they left for the USA, the youngest son was bitten by a dog. The doctor treated the boy, b because there was a possibility of rabies（狂犬病）, they would be kept away from others for fourteen days.
The family's dream could not come t. They would not be able to make the trip to America as they had planned. Watching the ship leave—without the Clark family, the father was quite a with both his son and God for their bad luck.
Five days later, a piece of sad news s throughout Scotland—the strong and powerful ship, Titanic, had gone down, taking h of lives with it. The Clark family was to have been on that ship, but because the son was bitten by a dog, they were left b in Scotland.
When Mr. Clark heard the news, he thanked his son for saving the family. He thanked the God for t a sad thing into a good one.
Although we may not always understand, all things happen for a reason.
【答案】plans；ready；before；but；true；angry.；spread；hundreds；behind；turning.
【解析】克拉克一家由于小儿子被狗咬了打破了他们去美国度假的计划，克拉克先生对儿子和上帝都很生气。然而听到他们要乘坐的船在途中出了事故，他又感到非常幸运。即因祸得福的道理。
（1）plans. 考查名词。根据句意可知，他们夫妇工作攒钱为他们去美国度假制定计划，表示制定计划，故填plans。
（2）ready.考查形容词。他们经过几年攒够了钱并且为旅游做好了准备。get ready for“为……做准备”，故填ready。
（3）before.考查连词。此处指在他们要离开去美国之前他们的小儿子被狗咬了。填before。
（4）but.考查连词。医生对孩子进行了治疗，但是因为有可能是狂犬病，所以要和别人隔离2周。此处表转折，故填but。
（5）true.考查固定短语。此处指这个家庭的梦想就不能实现了，“实现”是come true，故填true。
（6）angry.考查形容词。句意：爸爸因为他们的坏运气对小儿子和上帝非常生气。故填angry。
（7）spread.考查动词。句意：五天之后一个坏消息在苏格兰传播。根据文章时态此处用过去式，故填spread。
（8）hundreds.考查名词。此处指泰坦尼克号带着几百人的性命下沉了，hundreds of“几百”表示一个概数，故填hundreds。
（9）behind.考查介词。因为儿子被狗咬了所以他们被留在了苏格兰。leave behind意为“留下”，是固定短语，故填behind。
（10）turning.考查动词形式。他感谢上帝把一件坏事情转变成好的事情。turn…into “把…变成…”，thank sb. for doing sth.“因某事感谢某人”动词用-ing形式，故填turning。
【题目】请认真阅读下列短文，并根据所读内容在文章后表格中的空格里填入一个最恰当的单词。请将答案写在答题卡上相应题号的横线上。每个空格只填1个单词。
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.
Sain 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 truth, it prevents these thoughts from appearing suddenly 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.
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.
Sain 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 prone 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.
Title: Overcoming test | |
Problem | Some students get nervous before a test, so they can't doeven if they know the material. |
Reason | about the consequences them their attention and memory resources. |
Solution | Write down their worries to the negative thoughts appearing suddenly. |
Results of the researches | College students: with those sitting quietly, students writing about their fears improved their performance. |
Younger students: highly anxious students who did the writing instead of things unrelated to the test got grades. | |
ways to solve the problem | If students have no to write about their fears immediately, they can try it themselves at home or in the library. |