Anne Whitney, a sophomore 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 couldnt 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 couldnt 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. Although poor grades are often a result of poor study habits, sometimes test anxiety causes the 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 (heir anxiety is high, the students can take short courses to help them deal with (heir 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.
26. 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
27. Poor grades are usually the result of______.
A. poor sleeping habit B. laziness
C. lack of sleep D. inability to form good study habits
28. 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
29. 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 tests to prove they are not anxious
30. 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
26. C 27. D 28. C 29. A 30. B
新GRE阅读考试前八大注意事项
新gre逻辑阅读练习
新GRE阅读常用的四种逻辑
GRE阅读题型分析:细节题(五)
快速掌握新GRE阅读信息方法
新GRE阅读:克服默读提高速度
gre阅读复习妙招:类比思维
gre阅读中虚拟语气是答案所在
GRE阅读题型分析 细节题(五)
新GRE阅读:阅读理解层次的特性
如何掌握新GRE阅读命题规律
新GRE阅读解题方法解答
新GRE阅读备考方法
出国考试GRE阅读5大经典步骤
GRE阅读难句训练贵在坚持
gre阅读技巧 从主题句能了解到的内容
gre阅读难句的4种类型
GRE阅读题型分析 细节题(一)
新GRE阅读解题步骤与技巧全攻略
轻松攻破gre阅读的2个技巧
提高GRE阅读的几大关键
GRE阅读考试实例分析介绍
GRE阅读:类比题解题思路
详解新GRE阅读考试的改革
gre阅读逻辑题选择思路分析
GRE阅读题型分析 细节题(六)
新GRE阅读主旨题方法
解析新GRE阅读的变化
新GRE阅读:题材选择的特性
新GRE阅读深度剖析
不限 |
英语教案 |
英语课件 |
英语试题 |
不限 |
不限 |
上册 |
下册 |
不限 |