Question

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(本質(zhì)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.

 

Answer 1

【答案】

1.B     

2.D

3.D

4.A

5.C

【解析】

試題分析：本文主要分析了如何避免考試焦慮癥的影響，可以通過將自己的焦慮寫下來，從而對(duì)克服考試焦慮癥有了相當(dāng)大的作用。

1.細(xì)節(jié)題。由when we worry, it actually uses up attention and memory resources.當(dāng)我們擔(dān)心時(shí)，事實(shí)上，它會(huì)消耗盡我們的注意力和精力，因此，可知，答案為B

2.判斷題。第一場(chǎng)考試中，文章并沒有進(jìn)行比較，A答案偷換概念。由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.可知，第二場(chǎng)考試中，寫了感受的學(xué)生表現(xiàn)的更好。故A,B錯(cuò)誤。

C選項(xiàng)文章并未提到當(dāng)別的學(xué)生沒在考試時(shí)，一些學(xué)生會(huì)變得焦慮。故C錯(cuò)誤

由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. Prefessor Beilock說高度焦慮的學(xué)生考試前寫下了他們的擔(dān)憂，拿到了B+，而沒有寫的只拿到了B-，因此，考試前寫下?lián)鷳n的學(xué)生結(jié)果要好一些，與數(shù)學(xué)測(cè)試的結(jié)果是一致的，故本題答案為D

3.推斷題。由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(本質(zhì)上), it prevents these thoughts from popping up when they’re actually taking a test。當(dāng)學(xué)生把他們的擔(dān)憂寫在紙上的時(shí)候，他們會(huì)考慮最壞的結(jié)果，并且重新評(píng)估這種情況，他們可能認(rèn)識(shí)到情況并沒有像他們之前想的那樣，本質(zhì)上，當(dāng)他們考試時(shí)，這樣會(huì)阻止這些壞的想法出現(xiàn)。故選D。B.推色，衰退

4.推斷題。從全文看，Sian Beilock對(duì)學(xué)生進(jìn)行了考試焦慮癥的測(cè)試并進(jìn)行了分析總結(jié)，可知他很可能是心理學(xué)家。故選A

5.主旨題。文章主要是講了如何減少焦慮對(duì)考試的影響，方法是可以將恐懼，焦慮寫下來，從而可以減輕這種影響，并通過兩個(gè)實(shí)驗(yàn)進(jìn)行了說明，所以選C,克服考試焦慮的方法是可以將擔(dān)憂寫下來。

考點(diǎn)：記敘文

點(diǎn)評(píng)：文章較難，長(zhǎng)句子較多，對(duì)于長(zhǎng)句的理解首先學(xué)生答題時(shí)需要耐心去分析句子結(jié)構(gòu)，分清楚句子的主謂，對(duì)于英語長(zhǎng)句無非就是存在較多的修飾成分，特別是定語從句、非謂語動(dòng)詞的用法較頻繁，學(xué)生在平時(shí)的閱讀有意的培養(yǎng)對(duì)長(zhǎng)句的分析，對(duì)于解答較難的材料是非常必要的，對(duì)于本文關(guān)鍵的第二、第五自然段要認(rèn)真分析好，對(duì)解答本文是至關(guān)重要的。