Some students get so nervous before a test, and 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 reassess the situation. They might realize it’s not as hard as they might think it was before and, in essence, 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 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 test-takers while others are not..

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

A．Giving out                             B．Fading away

C．Becoming clear                         D．Appearing suddenly

4.What is the main idea of the passage?

A．It is a common practice for students to get 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.

When next year’s crop of high-school graduates arrive at Oxford University in the fall, they will be joined by a new face: Andrew Hamilton, the 55-year-old provost (教务长) of Yale, who will become Oxford’s vice-chancellor –– a position equal to university president in America.

Hamilton isn’t the only educator crossing the Atlantic. Schools in France, Egypt, Singapore, etc. have also recently made top-level hires from abroad. Yet the talent flow isn’t universal. High-level personnel (人员) tend to head in only one direction: Outward from America.

The chief reason is that American schools don’t tend to seriously consider looking abroad. For example, when the board of the University of Colorado searched for a new president, it wanted a leader familiar with the state government, a major source of the university’s budget. “We didn’t do any global consideration,” says Patricia Hayes, the board’s chair. The board finally picked Bruce Benson, a 69-year-old Colorado businessman and political activist who is likely to do well in the main task of modern university presidents: fund-raising. Fund-raising is a particularly American thing, since U.S. schools rely heavily on donations. The fund-raising ability is largely a product of experience and necessity.

Many European universities, meanwhile, are still mostly dependent on government funding. But government support has failed to keep pace with rising student numbers. The decline in government support has made fund-raising an increasingly necessary ability among administrators (管理人员), and has made hiring committees hungry for Americans.

In the past few years, well-known schools around the world have joined the trend. In 2011, when Cambridge University appointed Alison Richard, another former Yale provost, as its vice-chancellor, the university publicly stressed that in her previous job she had overseen (监督) “ a major strengthening of Yale’s financial position” .

Of course, fund-raising isn’t the only skill outsiders offer. The globalization of education means more universities will be seeking heads with international experience of some kind to promote international programs and attract a global student body. Foreigners can offer a fresh perspective (视角) on established practices.

1.What is the current trend in higher education discussed in the text?

A．Institutions worldwide are hiring administrators from the U.S.

B．More international students are being admitted to American universities.

C．University presidents are paying more attention to fund-raising.

D．A lot of activists are being hired as administrators.

2.What do we learn about European universities from the text?

A．The tuition they charge has been rising considerably.

B．They are strengthening their position by globalization.

C．Their operation is under strict government control.

D．Most of their money comes from the government.

3.In what way do top-level administrators from abroad contribute to university development?

A．They can improve the university’s image.

B．They will bring with them more international personnel.

C．They will view a lot of things from a new angle.

D．They can set up new academic subjects.

4.Which of the following would make the best title of the text?

A．High Education Globalization

B．Global Headhunting in Higher Education

C．Global Higher Education Cooperation

D．Universal Higher Education Development

假如你是李华，是校学生会主席。现请你根据以下内容要点，用英语写一封信给China Daily编辑部, 祝贺中国作家莫言获得2012年诺贝尔文学奖。                                          

内容要点：1. 你对莫言获奖的感想；

2. 你校学生现在在积极阅读莫言的小说及其它文学作品；

3. 希望将来有更多的中国人能获得各项诺贝尔奖。

注意事项：1. 请根据内容要点展开合理的想象，适当补充细节；

2. 词数：120个左右。

Dear Editor,

__________________________________________________________________________________________________________

Yours sincerely,

Li Hua

When _________a career, you should consider all the aspects of a job.

A．choose           B．choosing          C．chose            D．chosen

The interviewer will begin to judge you as soon as he or she ________ you in the waiting room.

A．sees             B．will see           C．is seeing          D．saw

My father worked day and night. Otherwise, there ________ no one to support the family.

A．would be          B．must be           C．would have been    D．must have been

Not until he had left his friend _______ how important friendship was for him.

A．did he realize      B．he realized        C．had he realized     D．he had realized

The young manager is well known for his problem-solving skills, ________ is important for a successful leader.

A．it                B．that              C．what             D．which

In order to find the missing boy, the young couple            all they can over the past twenty-four hours.

A．do               B．did               C．have been doing    D．had done